The presence of a design type of thinking indicators. Design thinking in human being sosnovskaya, ksenia vladimirovna. Basic notes in a notebook
The ability to project activities in the modern era is "a new facet of human education" (V. Ye. Radionov). Let's try to clarify what qualities and why you need to have in order to successfully design. In monographs and manuals on pedagogical design and design in education, the organizational and content side of project activities, the stages of its implementation, that is, external, visible conditions for implementation, are mainly described in detail. We would like to pay more attention to internal (subjective and subjective), “invisible” conditions, without which project activity does not acquire properties that allow transforming not only the object and situation, but also the people themselves participating in this transformation. The fact is that the consciousness and behavior of people involved in project activities, under its influence, acquire new, additional properties.
Designer position is distinguished by a happy opportunity to receive information that is fundamentally new for oneself, to master new types of activity together with other people, to experience the position of a “person managing circumstances” (OS Gazman, VP Bederkhanova). The adoption of such a position is accompanied by the development of certain personal characteristics. Let's dwell on them in more detail.
First of all, this is a special state of openness of consciousness to the new, unknown. Projective consciousness, on the one hand, it is focused on extracting knowledge from experience, from reflection on this experience and the actions of the subject within its framework. On the other hand, it is capable of generating, on the basis of empirically acquired knowledge, certain images that perform an advanced function with respect to the future states of objects.
Design imagination is in many ways akin to the creative imagination possessed by artists, poets, composers, representatives of other creative professions. However, in addition to the properties of creative imagination, it is distinguished by "methodological discipline." The nature of the design imagination combines fantasy with the ability to imagine the design object against the background of several contexts at once, to compose it as a holistic contextual image. In particular, the creative discoveries manifested in the course of the design differ from the insight (insight) of the inventor, which spontaneously breaks through from the chaos of thoughts and images to the optimal solution of the problem, with its own, so to speak, orderliness.
The combination of various images in the mind becomes possible technologically with the mental or real use of the so-called "screen" technique, where several existing images are projected at once, sometimes contradicting each other. In this, the project imagination differs from the “simple” imagination, which is capable of drawing some one picture, reflecting only the author's point of view.
Obviously, a small number of people have an innate design imagination. Moreover, with age, its formation becomes more and more difficult due to the accumulation of stereotypes of perception and reactions as they grow older. This puts forward the task of the teachers of the development and practical use of this type of imagination in children from an early age. For this, there are many methods, techniques, technologies, in particular, the technology for the development of lateral thinking, described in detail by E. de Bonet (FOOTNOTE: Bone de E. Lateral thinking. - SPb., 1997. The term was proposed by E. de Bonet). In turn, participation in project activities performs a developmental function in relation to consciousness, as if expanding its boundaries.
The well-known cartoon about the plasticine crow can serve as a vivid illustration of the possibilities of the authors' design imagination. The changing context of what is happening with the "crow, maybe a dog, or maybe a cow" does not change the meaning of the well-known plot, emphasizing the universality of the situation and the inevitability of the final result for a stupid, self-satisfied creature, whoever it is.
The pedagogical problem of the development and formation of a culture of perception of reality within the framework of design is associated with the problem of including the project imagination. The use of appropriate diagnostic procedures, possession of research skills allow you to get an initial idea of the design sphere adequate to reality.
Peculiarities design thinking are manifested in the ability to foresee the future, using certain procedures for this. In particular, this concerns the structuring and restructuring of information about the object, the situation of its development, its external and internal connections, the future state. There are several fundamental types of manifestations of this kind of thinking. Among the characteristics that are "responsible" for the generation of new thoughts, ideas, solutions, the laterality, criticality, creativity, methodology, problematic thinking are especially distinguished.
Lateral (parallel) thinking is designed to generate non-competing ideas. It is able to offer in parallel various options for solving a practical problem or theoretical problem, thereby working in a brainstorming mode. Including lateral thinking, the project participant uses the incoming information not as an intrinsic value, but as a means of obtaining an optimal result. This type of thinking can be prone to errors, but in the end it leads to the right decision. It helps to doubt any conclusion, no matter how justified and reasonable it may seem.
Critical thinking efficiently and efficiently. Its bearer is capable of detachment, alienation from the situation, from authoritative opinions. Critical thinking tends to an evaluative position, in which it is necessary to express your attitude to something and form your own judgment. It is based on comparing and choosing the most appropriate and productive options from the existing components. Moreover, the criticality in this case extends not only to the assessment of the data obtained, but also to one's own position, to the state of project readiness, to project actions.
Creative (creative, productive, heuristic) thinking is distinguished by a search beginning, the ability to generate ideas, create concepts, perceiving the phenomena and processes of the surrounding reality in unusual combinations, from an unusual side, in a new context. This type of thinking is characterized by the desire to search for non-standard approaches to solving the problem, the experience of pleasure from the very process of thinking about the problem. If creativity of thinking is manifested as the ability to generate new ideas, views, approaches to a known problem, then problematic characterized by the ability to find and formulate new problems, as well as to recognize their nature.
In practice, the participants in the design are faced with the presence of multilevel problems. Practical problems are generated by the contradiction between the presence of an applied problem and the absence of ways to solve it. Scientific and methodological - associated with the contradiction between the theoretical concept of organizing activities and the lack of reliable, productive ways to implement it. Theoretical problems arise when the understanding of the essence of a phenomenon (process) and the forms of its manifestation comes into conflict, or a mismatch of the essences themselves is found (for example, it turns out that an object manifests itself in different ways in different contexts or the way the process is carried out contradicts the objective logic of effectively obtaining a result). Methodological problems reflect the contradictions between the subject of transformation and the method of its cognition, between information about the subject and a lack of understanding of how to use it when interacting with it. Each type of problem requires the activation of different abilities.
Design thinking wears methodological character. The word "methodology" usually scares the practitioner, because he does not grasp the meaning of this concept. And the meaning is very simple - “knowledge of the method”, “awareness of the path”, “comprehension of the method” by which reality is studied and transformed, the ability to determine the grounds for activity, in this case a project one. Having designated the methodological foundations, a person reveals for himself the content-semantic framework of possible actions and their consequences. The methodology presupposes a procedure for a meaningful selection of the central provisions and leading ideas that we use, the principles that we are guided by.
The characteristics and functional purpose of methodological thinking are diverse (see Table 2).
Table 2. Characteristics and functional purpose of methodological thinking
| Functions | Impact on activity |
| Worldview | Defines general conceptual approaches and position in project activities |
| Research | Provides independent acquisition of knowledge necessary to develop a strategy and tactics for project implementation, facilitates work with sources of information; makes it possible to independently go beyond the limits of known knowledge, creates the preconditions for continuous self-education |
| Information and organizing | Helps to organize information on a single conceptual basis, in a single logic; roll up, store, transfer it to others |
| Integrating | Allows you to generalize, synthesize knowledge about the design object from different areas, providing access to a new level of understanding of theoretical and practical problems |
| Predictive | Provides a forward-looking vision of the design situation, the difficulties and contradictions that may arise in design activities |
| Indicative and regulatory | Helps in the development of goals and principles of project activities, determines the focus and sustainability of actions |
| Constructively transforming | Makes it possible to correct your actions in the project, allows you to consciously improve the design process |
| Search and heuristic | Provides the advancement of new problems |
| Evaluative selective | Allows you to develop criteria and indicators for evaluating project products |
Design thinking is also inherent in reflexivity, the ability to alienate, detach from the observed phenomena and processes.
Reflection is based on the property of developed thinking to produce knowledge “from oneself”. Reflexio (lat.) - reflection, turning back. Thinking in this case reproduces itself through constant development, remaining "alive". With the help of such reproduction, thinking is aware of its boundaries, influencing activities, thereby acquiring the ability to go beyond its limits. Starting with Descartes, reflection is the main methodological principle of philosophical knowledge. Using the ability of consciousness, a person enters a new path of cognitive, deeper relations with reality, which allows him to obtain judgments about the essence of what becomes the subject of reflection.
In contrast to analysis, the act of reflection presupposes the simultaneous work of thinking aimed at keeping the integrity of the object in consciousness and a consistent structured consideration of this integrity. The reflective beginning lies at the heart of the development of the subject and the property of subjectivity. Reflection is necessary when it comes to the development of categorical thinking, methodological knowledge and skills; when it is required to form an experience of value attitudes or creativity; when a conscious adjustment of activity is required. As we already know, all this is necessary for a participant in project activities.
The main functions of reflection in the design process are: problematization, conceptualization, renormalization of activities, self-determination in the design field. The specificity of the content of knowledge obtained as a result of reflection is due to it:
· The ability to serve as a measure of existing knowledge and experience;
• connection with self-awareness;
· Methodological nature;
· Problematizing nature;
· Spiritual fulfillment;
· Meaning-generating orientation;
· An intermediate state that opens the way from the empiric of experience to theoretically generalized knowledge.
As an effective tool for establishing the actual boundaries of knowledge (skills, systems of relations), reflection at the same time becomes a universal means of going beyond these boundaries. First, for this it is necessary to "make a stop", to interrupt the previous, habitual train of thought or activity. In this case, the results of reflection open up the possibility of redesigning methods of action on new grounds.
In this sense, L. Carroll's tale about Alice is an excellent illustration. When, during her stay in Wonderland, all the familiar and conceivable landmarks disappeared, the heroine "had no choice but to think, think and think." As a result, she received conclusions of a reflexive nature, helping to self-determine in a situation of complete uncertainty. “At first I was not this,” she mused. “But I have become this and that so many times that I have become completely confused. I should know at least what I should know ... ”The last remark quite accurately captures the possibility, with the help of reflexive activity, to set one's own boundaries of knowledge, skill, experience (thereby defining itself in ignorance or inability). Obtaining such “learned ignorance” (N. Kuzansky) is an important methodological prerequisite for self-development.
The reason for reflexive reflection in design is the subject of joint activity with others, one's own personality in the reflection of others, a system of relations. With the correct pedagogical instrumentation, group reflection opens up wide opportunities not only for solving project problems, but also for self-knowledge. In group project work, the aggregate opinion acts as a kind of mirror that helps the individual go beyond his limits by creating the prerequisites for the formation of a new attitude, position, and assessment in relation to “oneself in the project”. As the members of the group articulate their opinions regarding the personal properties and manifestations of each other, new functional possibilities open up in regulating the dynamics of behavior and personality development.
Along with the listed properties, the design type of thinking is distinguished by discipline, the ability to structure, the ability to see the connections within the object and it with the external environment, to follow the logic of building normalized mental procedures.
8.2. Features of the behavior and system of relations of the design participant
A participant in project activities needs a creative attitude to reality, combined with faith in their own transformative forces and an orientation towards a positive result. Experienced project participants are distinguished by an inquisitive mind, curiosity, interest in the world around them and people. Without this, you cannot find your own question, your problem, for the solution of which, in fact, project activities are undertaken. Therefore, both children and adults involved in design are characterized by an attitude towards reality, which can be characterized as "questioning being", i.e. striving to identify problems, contradictions, the birth of your question in a seemingly familiar situation.
Project attitude expressed in an emotionally colored desire for a purposeful transformation of the object. Project attitude axiological. It always has a value-evaluative coloration, being based on the judgments of the subject of the design about the present state of the object and the situation in which it is being considered. It covers the system of all connections of the object. Those that have developed to the present moment, and those that will arise in the future. This requires the ability to take on the roles of other potential participants in the project, as well as its customers and consumers.
The project attitude is always pragmatically, because it involves obtaining a result that is of practical use. It is quite realistic, since the participants in the design are quite clear about the logic of the transition from the current state to the desired one. At the same time, the project attitude is not devoid of the element romanticism, behind him always lies the possibility of some kind of adventure, a meeting with the unknown. It also includes strong-willed(energy) component, because in the course of the implementation of the design concept, as a rule, it is necessary to overcome the "material resistance" and the resistance of the environment surrounding the object.
Actions in the project require awareness, meaningfulness, understanding of what area the problem belongs to. It depends on which design format you need.
Design action differs primarily in its normalization. It cannot be completely arbitrary or spontaneous, since it is within the framework of certain project procedures inherent in each of the stages of organizing project activities, and initially deeply industrialized. The design action is purposeful, meaningfully determined by the general design methodology. In this it is fundamentally different from creative improvisation, built on the intuitive feeling of actions in a situation that is unfolding “here and now”. Methodologists note that it is very important with what experience of projective action the participants come to the project. It depends on this what they will broadcast to the designed facility.
Based on the formation of the listed properties, the participants in project activities develop quality, which can be defined as conceptual behavior, its compliance with the theoretical foundations and norms developed at the pre-design stage. This means:
· The ability to consciously implement goal-setting, making the goal the starting point for self-programming;
· Sustainability of the principles and norms for the implementation of activities in the project, i.e. the presence of a certain own strategy for solving design problems;
· The presence of the logic of actions associated with understanding the design progress and taking into account their functions and capabilities;
· The ability to structure their activities, bring it into the system in accordance with the stages of the project;
· The ability to creatively navigate in any situation of project activity, using it to implement the intended plan;
· The use of reflection to assess, correct and develop their activities in the project.
Due to the manufacturability of the procedures included in the structure of project activities, people who come together who do not each individually have a special creative potential, acting according to the rules of the project, are able to get together a socially interesting and useful result. Since the project is usually carried out by a team, its success is largely determined by the level of development. communication skills all participants. The effectiveness of their communication with each other, psychological compatibility and workability largely depends on this.
Different authors distinguish the types (types) and structure of such abilities in different ways (A. A. Bodalev, A. A. Leontiev, L. Thayer), but in any case we are talking about the development of a “sense of a communicative situation”, the ability to analyze it, understand, correctly navigate in it, and also productively use a personal stock of communicative techniques. In the course of project activities, the participants constantly need to exchange information, perceive and evaluate each other's actions, and exert this or that psychological influence on partners. They also have to reflect and understand the socio-psychological characteristics of the group they belong to, the place and situational role of each of its members. In this sense, project work becomes a powerful socialization factor. Effective means of forming and developing communication skills are various kinds of communication trainings, role-playing games, group regulated discussions.
8.3. Project activity training
Thus, project activities are capable of developing practically all personal structures of a person. Those who participated in the design a lot, of course, noted that at each stage of the project activity, in addition to the planned product, their own personal "increments" are formed. The dynamics of values, norms, attitudes, mastery of new procedures, a change in relations with the people around are becoming noticeable. The personal-activity principle of design contains a deep incentive for self-improvement. The embodiment of "I" in the projected subject has far-reaching pedagogical implications. The most important question for the organizers of the design is what is primarily involved in the implementation of the project: hands, consciousness, self-awareness, i.e. what will become the leading human beginning of project activity. Its developmental potential largely depends on the answer to this question.
The specificity of training participants in project activities is their training in the course of the activity itself. (Learning to design in a project) "Contagiousness" of design has been repeatedly confirmed by practice. An example is the extension of a transformative effect not only to a joint product, but also to participants representing the overall design entity. The direct experience of one's participation in the project becomes a form of acquiring relevant knowledge, skills, experience, activity and relationships. Moreover, the more varied the experience of project activities in terms of content, function and role, the more intensively is the formation of project abilities.
Design training can be carried out in several main directions. It includes:
· Development of appropriate personal and group properties of the subject of design in various situations, not necessarily related to design;
· Training in interaction with various information streams and information carriers;
· Mastering the methods of standardization of activities in the project;
· Direct formation of experience in the implementation of project activities, including all the necessary procedures;
· Teaching techniques of reflection about this experience;
· Training of cultural communication.
1. The criteria of readiness to participate in project activities are formulated below in general terms:
· The presence of a design type of thinking;
· The ability to work "in a team";
· Project discipline;
· Engagement (sincere desire to participate in the project, internal involvement, interest);
· Social activity;
· Openness to changes;
· The ability to correct their actions.
Fill them with specific content for students and educators by formulating several indicators for each criterion.
2. Conduct a self-assessment of readiness to participate in project activities based on the given criteria and indicators.
1. Anisimov O.S. Fundamentals of methodological thinking. - M., 1989.
2. Bonet de E. Lateral thinking. - SPb., 1997.
3. Bederkhanova V.P. Formation of a personality-oriented position of a teacher. - Krasnodar, 2001. - Section. 3.5. Design activity as a means of developing participants in the educational process and the formation of a personality-oriented position of a teacher.
4. Gromyko Yu.V. Design Consciousness: A Guide to Programming and Design in Education for Strategic Management Systems. - M., 1997.
5. Zagashev I.O., Zair-Bek S.I. Critical Thinking: Technology Development. - SPb., 2003.
6. Kolesnikova I.A. Fundamentals of the teacher's technological culture. - SPb., 2003.
The ability to consider a problem situation that has arisen in the process of activity as a task involving the search, finding and implementation of the optimal solution is an important component of the subject's position of the individual. Teaching such an approach to a problem situation should become a necessary element of the educational process.
Students face problematic situations in various areas of school life: in the educational process (in the classroom and in the preparation of homework), in communication with peers and adults, with participation in the social life of the classroom and school, in the process of solving their own life problems.
The readiness and ability to work with a problem situation as with a task presupposes that a person (in our case, a student) is capable of:
- analyze the problem;
- to isolate its essence;
- to reformulate the problem into the task of one's own activity;
- to plan steps to solve this problem;
- take the necessary steps;
- evaluate the result obtained from the point of view of the goal.
We called this approach to the problem a project approach. The intellectual component of this approach to problems is design thinking. We consider the development of project thinking as an important educational task of the school, on the solution of which various school specialists should work. They can use for this specific situations of their professional communication with schoolchildren (lesson, self-study hours, project work, optional hours, etc.). In addition, from our point of view, special short-term programs are needed, directly aimed at developing the skills of a project-based approach to problems.
In the practice of the psychological service of the non-state educational institution "Economic School-Lyceum" (NOU ESL), various methodological approaches are used to implement the task: special games, thematic blocks within educational psychological programs, individual games within the framework of training courses. A special course has also been developed for students in grades 5.
For fifth graders, this course is known as Learning to Solve Problems.
Students of the 5th grade are already able to carry out educational activities of this orientation. Moreover, within the framework of our school, we specially form the readiness of children to use the project approach. Design and research technologies used in the classroom by primary school teachers and the psychology curriculum "Profession - schoolchild" work for this task.
Project activities with elements of collective practical and research work are interesting to schoolchildren of 10-11 years old, and therefore, contributes to their general psychological development. Project thinking skills are in demand in secondary school, so it is advisable to prepare children for such activities already at the very beginning of their education in the middle school.
Purpose of the course
Development of the skills of a project approach to problems in fifth-graders, more specifically - the formation of the foundations of project thinking.
Project thinking in this course refers to the ability to consider a problem situation as a task with the subsequent construction of activities aimed at solving it.
Tasks
The course assumes the solution of the following tasks:
Formation of psychological readiness in schoolchildren to perceive a problem situation as a personal task of activity;
Formation in schoolchildren of ideas about the types of problem situations and approaches to their solution;
Development of skills for collective project activities and solving specific problem situations that arise in the group process;
Formation of students' readiness to transfer the acquired educational skills in a situation of real life and real communication;
Development of social and psychological qualities of the individual.
Course structure
The course is divided into three parts.
First part- introductory - aimed at developing children's cooperation skills and familiarity with the concept of a problem situation.
Second part focused on familiarization with the types of problem situations (there are three of them), on the formation of skills in their recognition and adequate solution. In addition, the guys get acquainted with two problem situations that arise in collective activities and ways to solve them.
The third part is devoted to the development of practical skills in recognizing and solving problem situations of various kinds.
The course includes a cycle of 11 lessons (sessions) of 35 minutes each and two role-playing games (90 minutes each). Lessons (classes) are held within the schedule once a week. Games are held in the afternoon.
Features of building the course and its content
The course combines elements of a traditional lesson with game and training elements. During all lessons, the children keep a notebook in which they write down basic concepts and complete written practice exercises.
In addition, each lesson includes at least one task that involves immersing children in a learning problem, group discussion and development of a common solution.
At the end of each lesson, children discuss how and in what form they can apply the knowledge gained in life.
Thus, the course combines elements of traditional teaching and methods of active psychological learning (training, role play, problem group work, group discussion on making a common decision, etc.).
For acquaintance and further practical study, the children are offered 5 problems within the course: three of them relate to problem situations of various types, and two - to typical problems of group project activities. Each problem is presented to children in the form of a metaphor, a specific visual image and a specific explanatory definition.
Problem situations and approaches to their solution
Problem name |
The image offered to children |
Wording for kids |
The psychological essence of the problem |
Jigsaw-like problems |
A puzzle-like problem has several distinct parts. The whole problem is solved when every part of it is solved. |
These are problems that can be broken down into more or less independent semantic parts. Children must learn to distinguish them and find ways to solve each of them. If a group is working, then the most optimal way is to distribute separate parts of the problem between participants or micro-groups. Then - a general discussion, making amendments or additions to each mini-project and a general decision on whether the problem has been solved or not. |
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Solving multi-layered problems consists of sequential actions. Such problems are solved if all actions are performed and in the correct order. |
These are problems that are solved by composing an algorithm. At the same time, it is very important that children know how to distinguish between actions that are significant and insignificant from the point of view of solving this problem. |
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Problems like a snowflake |
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These are problems (most often - creative, productive in nature) that can be solved in a variety of ways. Another thing is that there are successful solutions (optimal, feasible, etc .; the criterion of optimality must be given to children) and unsuccessful ones. It is necessary to teach children to produce various solutions, and then research, evaluate them according to certain criteria. |
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Perhaps, in reality, such problems are rare. They assume that success depends, firstly, on how well each did their part of the work and, secondly, on the success of the group as a whole. In fact, we are talking about real cooperation, cooperation. It is difficult for children to combine two conditions in one situation: personal success and helping another. |
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These problems are solved only if the discussing parties have decided on the meaning of the words with which they operate. It is necessary to develop a common point of view on the subject of the dispute. This is a very common problem that underlies many conflicts and misunderstandings. |
This greatly simplifies the assimilation of complex material of a high level of generalization by children, helps them to easily move from understanding the essence of the problem to methods of working with it. The metaphor and the corresponding visual image of each problem is the main author's "highlight" of this training course. The actual author's developments also include: a typology of problems and ways of solving them, scenarios for role-playing games, some teaching materials for lessons.
The basic problem situations studied in this course are offered to students for familiarization and mastering in two forms: as problems of individual activity and as problems of collective activity. In its first form, each problem requires its own definition and finding the optimal solution. To do this, children get acquainted with the image of the problem, its definition, its manifestations in life situations and the basic technology of solution. In its second form, problem solving complicates the need to find common ground with other people. This art is also taught to children in the classroom.
Teaching methods of collective problem solving is carried out in the classroom in pairs, in mini-groups and in a group. However, preference is given to the work of mini-groups of 3-5 people (depending on the exercise). Children constantly work in groups of different composition. Thus, classes contribute to the cohesion of the class team.
Thematic outline of the course
Topic and lesson title |
Number of hours |
Form of conducting |
Part One: "Learning to Collaborate" |
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Learning to solve problems together |
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Learning to negotiate and give in |
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Part Two: "Learning to Recognize Problems" |
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Jigsaw-like problems |
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Problems similar to multi-layered jelly |
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Problems like a snowflake |
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We are building a park |
Plot game-project |
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Problems similar to the parable of the elephant |
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Problems similar to the Olympic rings |
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Part Three: "Learning to Solve Problems" |
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Learning to recognize problems |
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Learning to find a solution to a problem |
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Once Upon a Time in the City of N ... (final game) |
Role-playing game |
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Throughout the course |
11 teaching hours are on the schedule (as a compulsory lesson), and 6 hours are spent on games held in the afternoon in agreement with the teacher-mentor. Thus, the curriculum is designed for 1.5 quarters (the second and the beginning of the third).
Performance criteria
The performance criteria, through the prism of which we would like to view this training course, can be divided into "internal" and "external".
The "internal" criteria include:
Learning by children of the basic concepts of the course: "problem", "a problem similar to ..." (5 types), "problem solution".
Students mastering the skills of classifying problems into 5 types.
The mastery by children of the basic technology for solving specific problems, both in a training situation and in a model situation (that is, in a situation that simulates real activity).
Mastering the technology of collective discussion by children and making a common decision.
Formation in children of a psychological attitude towards cooperation in a situation of collective activity.
The "external" criteria include:
Transfer of acquired psychological skills to other situations (to other lessons, to extracurricular life).
LESSON 1. LEARN TO SOLVE PROBLEMS TOGETHER
Tasks:
To interest students in the proposed topic of the lesson;
Formulate the concept of "problem" with the help of children;
Formulate with the help of children the conditions for successful collective problem solving;
Give children the first, diagnostic experience of collective problem solving.
Forms of work: brainstorming; game exercises.
Equipment: exercise book, sheets of paper by the number of students, paper clips by the number of students, texts of assignments for the game "Show the animal".
Stages of work:
1. Acquaintance with the topic of classes. Discussion of the problem "Psychology lessons - what are they for?" Summarizing the opinions of children.
2. Recording the topic (by the name of the part of the training course) and the title of the lesson. A record of the three main questions of the lesson (see below).
3. Discussion of the question "What is the problem?" Summarizing the opinions of children and writing down the definition of the problem in a notebook.
4. Discussion of the topic "Why is a collective decision very often better than a group one?" Game "What is a paperclip?" The discussion of the results.
5. Rules for collective problem solving. The facilitator dictates a short record of the rules (see below). Then there is a brainstorming discussion.
6. Diagnostics of the ability to cooperate. Performing the "Show the animal" exercise in groups of 3-4 people. Discussion of the topic "Do we know how to cooperate?"
7. Summing up the lesson.
Basic notes in a notebook
Topic: Learning to Collaborate
Lesson number 1. Learning to solve problems together
What is the problem?
Why is it better to solve problems together?
How can we solve problems together?
A problem is a complex issue that requires a solution or investigation.
Example of a problem: (each student has his own).
How to solve problems together:
1. You need to listen and understand each other.
2. You need to be able to negotiate.
3. You need to be able to give in.
4. It is necessary to reasonably distribute the roles in the group.
Description of the games of the lesson
Every child gets a simple paper clip. The first stage of the exercise is individual. Children are given the task - within 3 minutes to write as many ways to use (apply) a paper clip. Then, by lot (or in another convenient way for the leader), the students are divided into groups of 3-4 people. Each group should write a general list of paper clip use cases. This is given 5-7 minutes. The groups then read out their lists in turn. Identical methods are crossed out. The group with the most uncrossed methods left wins.
Show the animal (O. Khukhlaeva)
Children are divided into groups of 3-4 people and receive cards with the names of parts of the body of an animal. For example, "Elephant Trunk", "Elephant Body", "Elephant Ears", "Elephant Legs". It is necessary to independently distribute which part of the body each member of the group will represent, and combine these parts into a single composition. The rest should guess what kind of animal it is.
Other options:
Giraffe: Body of a giraffe, Legs of a giraffe, Neck of a giraffe, Head of a giraffe.
Fox: Fox body, Fox tail, Fox ears, Fox nose.
LESSON 2. LEARNING TO AGREE AND GIVE IN
Tasks:
To give children the experience of group work of different levels of difficulty: in a pair, in a mini-group, in a class;
Help children correlate the effectiveness of teamwork and the behaviors demonstrated by each participant;
Develop skills of introspection and reflection.
Forms of work: discussion of problems in a group, collective analysis of the situation, individual (written) analysis of the results.
Equipment: educational notebooks, prepared by the presenter, forms for keeping records (after the lesson they are pasted into the notebook), cookies (one for each pair of children), texts of assignments for the game "Show the object".
Stages of work:
1. Reflection of the previous lesson. What did you talk about? What did you study? What is the main concept introduced?
2. Writing the topic of the lesson and its two main questions (see below).
3. Task 1: "Agreeing in pairs." Performing the Sweet Problem exercise in pairs. Discussion with the whole class. Recording in individual forms. Optionally - dubbing your recordings.
4. Task 2: "Agreeing in a group." Performing the "Show the object" exercise in groups of 3-4 people. Discussion with the whole class. Recording in individual forms. Optionally - dubbing your recordings.
5. Task 3: "We agree all together." The whole class has completed the Finger Counting exercise. In the process of execution - discussion. Recording in individual forms.
6. Filling in the last items of the individual form. Brainstorming the qualities that help people collaborate.
7. Summing up the lesson.
Basic notes in a notebook
Lesson number 2. Learning to negotiate and concede
Do we know how to negotiate?
What qualities help a person to cooperate with other people?
Form for individual work
We agree in a pair:
I worked in tandem with _____________________
We solved our "sweet problem" ____________________
This solution is for me: like it or not
We agree in a group
I worked in a group with ___________________________________
We were able to agree: yes no
To work in this group: I liked it, I didn’t like it
We agree with the whole class
We managed to agree in silence: yes no
In order to reach an agreement, we needed _______________
__________________________________________________________
To myself
I manage to negotiate with other people:
Yes Often Not always No
In this, my qualities help me, such as ___________________
Description of the games of the lesson
Sweet problem (K. Fopel)
Instructions: Sit in a common circle. I brought you cookies: several. To get a cookie, you first need to choose a partner and solve one problem with him. Sit in pairs opposite each other. I'll put a napkin and one cookie between the partners. Please don't touch him yet.
What is your problem? You can only receive cookies if your partner voluntarily gives them to you. Talk about it as a couple, but remember that you cannot just take a cookie without your partner's permission.
After all the couples have completed negotiations, they are invited to tell the other guys how they solved their problem. The methods are not evaluated, not criticized. Everyone has the opportunity to speak. The presenter then gives the couple one more cookies and invites them to discuss how they will deal with him this time. This is followed by a general discussion again. Children discuss possible options for cooperation, as well as the feelings they had during the exercise.
Show the item (O. Khukhlaeva)
Children are divided into groups of 3-4 people and receive cards with the names of parts of an object, for example: "Teapot Spout", "Teapot Lid", "Teapot Handle". It is necessary to independently distribute which part each member of the group will represent, and combine them into a single composition. The rest should guess what this item is.
Counting on fingers (N. Khryascheva)
All participants stand in a common circle. The presenter explains that now, at the command of the host, they have to throw out a certain number with the help of their fingers: from one to five. It is impossible to negotiate with each other using words and in general any sounds. The task is to throw out the same number of fingers from the first, second, in extreme cases - from the third time. If the children failed to do this on the third attempt, the moderator suggests discussing what is happening and the reasons for the failure. After that, the children are given another try. There is nothing wrong with the fact that the children this time will not come to a common version. This will give a good reason to talk about relationships in the classroom, about the ability to see and hear each other.
Tasks:
Give students the experience of researching and solving problems of this type;
Develop collaboration and group decision-making skills.
Forms of work: discussion of problems in a group, modeling a problem situation and living it.
Equipment: study book, study board, simple jigsaw puzzle for demonstration, jungle map, memos for creative teams, sheets of paper, markers
Stages of work:
1. Designation of the topic of the lesson. Brainstorming discussion: what is a jigsaw puzzle, what does it look like? How is such a mosaic assembled?
2. Question for brainstorming: how to understand the topic of the lesson? What does it mean: the problem is like a jigsaw puzzle? Summarizing the opinions of children.
3. Definition of a problem similar to a mosaic, writing this definition under dictation in a notebook.
4. Sketching the image of the problem on the blackboard and children - in notebooks.
5. Game "New Year in the Amazon jungle". Introductory game instruction. Setting game tasks. Writing game tasks into a notebook.
6. The work of creative groups to solve game problems.
7. Presentation of the work of the groups. Decision making by the whole class.
8. Summing up: a way to solve a puzzle-like problem. Writing in notebooks. Optionally - dubbing your recordings.
9. Collective discussion: what real-life problems are of this type and how can they be successfully solved?
Basic notes in a notebook
Topic: Learning to recognize problems
Lesson number 3. Problems that look like a mosaic
A puzzle-like problem has several parts. The whole problem is solved when every part of it is solved.
New Year in the Jungle!
Tasks:
1. You need to choose a route.
2. You need to get ready for the road.
3. It is necessary to think over the holiday program.
Our problem is like a mosaic:
We solved our problem that k: (individual entry).
Description of the games of the lesson
New Year in the Amazon jungle (authoring)
Instruction: Imagine that your class has had extraordinary luck. Famous travelers, explorers of the Amazonian jungle, have invited you to celebrate the New Year with them, in one little-explored area of the Amazon basin. The members of the expedition are already waiting for you there. They hope you get your bearings soon, work out an itinerary, and go meet them. Yes, they also asked you to prepare a program for the New Year's holiday: after all, and you from the capital, you know a lot of interesting games and festive entertainment. So, hit the road soon. What do you have to do before leaving?
Together with the leader, children set specific tasks:
1. Get ready for the road (do not forget anything, so as not to get into an unpleasant situation in the jungle!).
2. Develop a route through the jungle to the meeting point.
3. Make a program of the holiday.
The facilitator invites the children to think about how to organize the solution of these problems. Together they come to the conclusion that it is most correct to divide into three groups and each work out one of the parts of the general problem. The class is divided into three groups by lot or in some other way. Each group receives materials to work with.
The group "Getting ready for the road" receives a leaflet, with the help of which it makes a list of things and objects that must not be forgotten.
The memo is an A3 sheet containing the following text:
We're going to go!
1. What things and items should you take with you?
2. What food should I bring with me?
3. What else do you need to take on a trip?
The Planning Route group receives a map of the jungle. It shows: swamps, mountains, quicksand, rivers and ferries, lost cities, mysterious buildings and much more. Also marked is the point where the travelers will begin their journey, and the point where the explorers are waiting for them. The task is to choose a route. The map has a 5 x 5 cm grid. It is known that the passage of a 5 x 5 square is one day. The group decides for itself whether the travelers will go directly to the gathering place, whether they will look into mysterious places and archaeological excavations, etc. An approximate version of the map is shown in Fig. one.
The group "Preparing a holiday" develops and writes on sheet A3 a program for celebrating the New Year from noon on December 31 to the morning of January 1.
Groups are given up to 15-20 minutes to work. The groups then present their project. Representatives of other groups ask questions, make additions. If necessary, the entire class is united into a common working group to finalize any problem.
At the end, the presenter sums up the results: are we ready for the journey? And do we want to go somewhere together (that is, how did the discussion go)?
Tasks:
To acquaint children with this type of problem, to help them understand its essence with the help of metaphors and visual images;
To study the concepts of "significant action" and "possible action", as well as provide an opportunity to distinguish between them in a specific problem situation;
Develop behavioral skills in group discussion.
Forms of work: group discussion, individual work with cards.
Equipment: a study book, cards with "Consecutive pictures" from the Wechsler method, cards with descriptions of actions for the exercise "How to grow a flower?"
Stages of work:
1. Designation of the topic of the lesson. Brainstorming: What Does Layered Jelly Look Like? What needs to be done in order to get to its very bottom layer? What is the crux of the multi-layered jelly problem?
2. Summarizing the views of children. Identify the problem that looks like a multi-layer jelly and how to solve it. Writing the definition in notebooks and on the blackboard.
4. Individual work with cards: training in solving problems similar to multi-layered jelly (doing exercise "Harvest"). Recording the results in a notebook.
5. Completion of the "Fishing" task. Acquaintance with the concepts of "essential action" and "possible action" on the example of this exercise.
6. Work in groups of 3-4 people. Development of a collective project "How to grow a flower". Work on a project is carried out using a set of cards. The challenge: to separate the essential actions from the possible ones and arrange the first ones in the correct order.
7. Presentation of projects. Collective discussion, choosing the right option.
8. Summing up the lesson. Brainstorming: Are there real-life problems similar to multi-layer jelly, and how are they solved?
Basic notes in a notebook
Lesson # 4. Problems that look like multi-layered jelly
Solving multi-layered problems consists of sequential actions. Such problems are solved if all actions are performed and in the correct order.
Exercise "Harvest"
(children record the order of numbers they have chosen).
Fishing Exercise
(children record the order of numbers they have chosen, and then determine significant and possible actions).
Harvest (based on Wechsler dough materials).
Children are offered a set of sequential pictures "Farmer" from the Wechsler test set. Each picture is designated by a specific letter of the Russian alphabet. The task of the students: write in a notebook a column of numbers according to the number of pictures and, next to each serial number, put a letter denoting a certain picture. Then the children, at will, read the resulting sequence of numbers and justify their decision. If there are several opinions in the class, you can divide the children into groups and invite them to think about the arguments and lead a discussion.
Fishing (based on Wechsler test materials)
The first part of the exercise is performed similarly to the previous one, only based on a different set of sequential Wechsler pictures. However, in the set of cards offered to children there are those that reflect the necessary actions of a person who is going on a fishing trip, and a card that displays a possible action. Children are encouraged to find an optional action among the cards and explain why they can do without it.
You can also discuss where in the general sequence such an action may be located: whether it has a clearly fixed place in the sequence of actions that solve the problem.
How to grow a flower (authoring)
Children are divided by lot into several groups of 3-4 people. Each group receives a set of cards with text. (The kits for the different groups are identical.) The facilitator explains that the kits contain descriptions of various actions related to solving such a problem: growing a flower in a home garden. The task of each group is to separate the necessary actions from the possible ones, and then arrange the necessary actions in the correct sequence. Groups are given 5-7 minutes for this work.
Then each group nominates its representative to present a mini-project. Representatives of all groups use magnets to attach their cards to the board in the correct order. Then they read out the resulting procedure and justify it. The most successful project is selected collectively. If children cannot come to a common decision, an adult helps them.
Buy (or choose from available) flower pot (2).
Prepare the soil for planting the plant (3).
Find a place in the room that is suitable for this plant.
Find out the features of caring for this plant (1).
Prepare seeds for planting (seedlings, tubers, etc.) of the plant (4).
Insulate windows.
Make a watering schedule.
Buy a book by A.V. Molevoy "All about flowers".
Install an air conditioner.
Hang the pots on the wall.
Buy Californian worms for the flower land.
Install the flower stand.
Join a florist society.
Install a humidifier in the room.
Prepare fertilizers (5).
Tasks:
To acquaint children with this type of problem, to help them understand its essence with the help of metaphors and visual images;
Give students the experience of researching and solving this type of problem;
Develop collaboration and group decision-making skills.
Forms of work: Implementation of a group project, collective decision making.
Equipment: study book, A3 sheets, tokens for drawing lots, office plan (according to the number of project groups), voting tokens, markers and crayons.
Stages of work:
1. Designation of the topic of the lesson. Brainstorming: What is the core of the snowflake problem?
2. Summarizing the views of children. Identifying the snowflake problem and how to solve it. Writing the definition in notebooks and on the blackboard.
3. Sketching the image of the problem on the blackboard and children - in notebooks.
4. Implementation of collective projects "Cabinet of our class". Dividing into groups by lot, instructing and identifying the mandatory zones of the projected office.
5. Image of the cabinet project on a special form (sheet A3).
6. Presentation by groups of their projects.
8. Wrap-up discussion: how are snowflake-like problems solved?
Basic notes in a notebook
Lesson # 5. Problems Like a Snowflake
The snowflake problem has many options. It is necessary to research all possible options and choose the best one.
Description of the games of the lesson
Our classroom (authoring)
The facilitator invites the children to imagine that they have been given the opportunity to re-equip their classroom the way they would like. Naturally, without any magic, within the capabilities of the modern world. In addition to this condition (the reality of the project), it must meet two more requirements. Firstly, several zones should be allocated in the created cabinet project: a study area, a recreation area and an area for storing things and educational materials. Secondly, in the created office there should be a place for everyone: children, teachers and teacher-mentor, boys and girls, sociable and withdrawn children, students who love fun games and prefer quiet games. A table with the named conditions is posted on the board.
Students are divided into several working groups. Each group receives a sheet A3, on which the walls of the classroom, the arrangement of windows and doors are indicated with the help of lines (everything is like in reality). The group also receives crayons and felt-tip pens. It takes 15-20 minutes to create a project.
Further, the groups nominate their representatives who represent the created project. Members of other groups have the opportunity to ask questions. However, the host asks them to refrain from ratings and evaluative comments.
After the presentation, it's time to vote: choose the best project. The presenter once again recalls the requirements for the project. Each student receives two tokens. The project sheets are laid on the carpet. The children take turns coming up to the carpet and placing tokens on the projects they like. The project with the most selections wins.
(Two tokens are not random. Children find it difficult to abandon their project, even if they objectively see its shortcomings compared to projects of other groups. As a rule, they put one token on their project, and the other on the one they like best).
After the announcement of the results, those who wish can justify their choice.
STORY GAME-PROJECT "WE BUILD A PARK" (AUTHOR'S DEVELOPMENT)
Tasks:
To acquaint children with this type of problem, to help them understand its essence with the help of metaphors and visual images;
Give students the experience of researching and solving this type of problem (individually and in a group);
Develop communication skills: mutual understanding, the ability to ask clarifying questions, see the situation through the eyes of the interlocutor, etc.
Forms of work: analysis of a parable, solving thematic problems, group discussion.
Equipment: educational notebook, blackboard.
Stages of work:
1. Introductory speech of the facilitator: once again about the problems that have already been studied. Problems that arise specifically in group work (similar to the parable of the elephant and the Olympic rings).
2. Reading the parable of the blind who met an elephant. Panel discussion: what is special about a problem similar to this parable of the blind and the elephant?
3. Picture of the problem. Everyone comes up with it himself and, if desired, demonstrates his drawing to others.
4. Discussion of examples and solution of problems related to this type of problem:
Example 1. "Zero or the letter" O "? Performed on the board. Discussion: What did your answer depend on?
Example 2. "Failed date". The host talks about a hypothetical situation. Brainstorming discussion: why the meeting did not take place? What did the guys forget to clarify?
Example 3. "Preparing for the test." The host talks about a hypothetical situation. Group discussion: why did the teacher and students not understand each other? Which word turned out to be ambiguous?
5. Panel Discussion: How can you define the nature of an elephant-like problem? Children express their opinions, the presenter summarizes. Writing the definition of this type of problem on the board and in student notebooks.
6. Group discussion on the topic "When does the day start?" Children express their personal opinion, then they are divided into groups according to the similarity of the expressed opinions, prepare arguments in defense of their position and present them to the rest of the groups.
7. Discussion of the results of the discussion. What helped to come to a common opinion or, conversely, what prevented?
8. Lesson summary: what causes elephant-like problems, and how are they dealt with?
The main entries in the notebook:
Lesson # 6. Problems Similar to the Parable of the Elephant
Such problems arise due to the fact that people differently understand the meaning of words or actions. In order to solve such a problem, it is necessary to understand what each interlocutor means and come to an understanding.
Drawing of this type of problem (individually).
Description of the games and exercises of the lesson
The parable of the elephant
For the first time in their lives, four blind people met an elephant. One of them touched the trunk and said: "The elephant is like a thick rope." "An elephant is like a pillar," said another, feeling the elephant's leg. The third touched the elephant's belly and declared: "The elephant looks like a huge barrel." “It looks like a mat,” a fourth protested, touching the elephant's ear.
Zero or the letter "O"? (authoring)
The facilitator draws an oval-like shape on the board: 0. And asks the children the question: "What do you think this is?" Children offer different answers, all of them are accepted by adults without evaluation. Then the presenter to the right of the oval writes "A", and to the left - "B". Again he proposes to answer the question, what kind of figure stands between the letters. Now almost all children say that this is the letter "O". The moderator accepts the answer, and then draws the number "1" above the oval, and the number "2" below it. He repeats his question, and now most of the children say that this figure is the number "0".
The facilitator invites the children to think and answer a difficult question: what conclusion can they draw from this example? If the children find it difficult to answer, then the moderator offers the students another example.
Failed date (author's development)
The facilitator reads (or tells) the following text to the students:
Two friends decided to meet on a day off and take a walk together. They agreed to meet at a specific place at nine o'clock. One of them arrived at the meeting place at nine in the morning and waited in vain for his friend for an hour. Worried, he called a friend and ... woke him up with his call! Waking up, a friend said: "I thought we were meeting in ..."
It is very important to lead the children to the conclusion that the friends understood the words “nine o'clock” differently and did not clarify them for each other.
Preparing for the test (authoring)
If necessary, you can analyze another example with the children. The leader suggests the following situation for the children:
The history teacher told the children that there would be a test next time, and told them to properly prepare for it. "Clear?" she asked the students. “I see,” they replied. In the next lesson, the teacher first asked the children if they were ready for the test. “Yes,” one said. "I read the paragraph." "Yes," said another, "I have learned all the dates and names." “Yes,” said the third, “I read the paragraph, wrote down important information for myself, learned the names and dates.” After listening to them, the teacher sighed: “All of you last time said that you understood everything. All of you today are talking about getting ready for the test. But not everyone is ready for it.
The presenter asks the children a question: “Why did it happen? What is the mistake of children? "
The general conclusion that needs to be made based on these examples: problems arise due to the fact that people understand the same words in different ways, put different meanings in them, but at the same time are sure that their understanding is the only correct one.
When does the day start? (N. Khryashcheva)
Children sit at their desks. The facilitator asks the question: "When do you think the day starts?" Children express their opinion, the facilitator records their answers on the board. The answer options can be very different, but only those suggested by the students themselves are recorded. For instance:
At midnight.
When the sun rises (or when it gets light).
When I wake up.
When the morning ends, at noon, etc.
When the options are exhausted, the presenter asks to read all the written options again and choose for himself the one that seems to be the most correct.
Then the children are divided into groups in accordance with the selected answer option. Each group should think through the arguments to defend their position. The groups are given 5 minutes for this.
Next, the facilitator invites everyone to sit in a circle and conduct a group discussion of the problem. The task is formulated as follows: you need to come to a general answer to the question when the day begins. You can't put pressure on each other and vote.
The discussion is given 10 minutes.
Children may agree, but this is an extremely rare outcome of the exercise. Most often 2-3 groups are formed.
The discussion ends with a discussion of the following question: what did the groups need to discuss among themselves in order to find mutual understanding? (It was necessary to determine the meaning of the word "day".)
Tasks:
To acquaint children with this type of problem, to help them understand its essence with the help of metaphors and visual images;
Give students the experience of researching and solving this type of problem;
Develop the skills of reflection on the social situation;
Form an attitude towards cooperation and cooperation in a situation that provokes competitive behavior.
Forms of work: group activities requiring cooperation.
Equipment: study book, teaching materials for the "Mail" exercise.
Stages of work:
1. Definition of the topic of the lesson. Brainstorming: what does “cooperate” mean and what does “compete” mean? Summarizing the opinions of children. Oral definition of cooperation and competition.
2. Discussion of the topic and its motto "Everyone and Together". What do Olympic rings look like? What is the crux of the problem, similar to the Olympic rings?
3. Writing in a notebook and on the board of the definition of the problem and the way to solve it. Sketching the image of the problem.
4. Performing the "Mail" exercise.
5. Summing up: did you manage to follow the instructions? What helped? What prevented?
6. Summing up the lesson: what is the essence of the problems similar to the Olympic rings, and how they are solved.
The main entries in the notebook:
Lesson # 7. Problems Similar to the Olympic Rings
Such problems arise due to the fact that people do not help each other, they work only for their own result. Everyone must succeed in their own business and help all other participants to do it.
Description of the games and exercises of the lesson
Mail (M.-A. Robert, F. Tillman, game modified)
At the first reading, the exercise looks quite cumbersome, but it is enough to carry it out once in order to understand for yourself all the necessary nuances and subtleties.
To complete the exercise, 6 participants or 6 mini-groups of 2-4 people are required, a postman (in our case, the leader played his role).
Groups sit in a circle at small tables (desks), standing in a large common circle. Group members sit facing each other and with their backs to members of other groups. Groups can communicate with each other only through written messages. Within the group - communication is free, but only in a whisper. To communicate with other groups, each group is given a fairly decent stack of paper (small format, such as notes, 10 x 10). The number of messages sent is not limited.
Each group is assigned a number: U1, U2, U3, U4, U5, U6 ("U" means "participant"). It is important to make sure that the groups remember not only their own number, but also each other's numbers! Better to spend a few minutes on this. During the exercise, participants will write letters to each other. They must be "named". This means that at the top of each letter it should be written which group is sending the letter and which should receive it. Adult participants are encouraged to write themselves at the top of each piece of paper sent: "From ... to ...". We recommend doing differently with teenagers. The presenter distributes to the participants leaflets already signed on their behalf (more precisely, numbers). They just need to enter the addressee's number. For instance:
From participant No. _______ to participant No. _______
An important point: if, for example, group No. 1 received information from group No. 3 that it considers useful for another group, it cannot simply forward this piece of paper to it. She must rewrite the information on her form and send it to a new addressee.
The postman monitors the correctness of sent and received messages. Each participant has two baskets (boxes) on the table. The postman puts letters in one of them, takes from the other and takes them to their destination.
What, in fact, is the essence of the exercise? Each group receives a dossier, which contains: information for everyone, private information and a form for the final answer.
Information for everyone. It can be embedded in the dossier, or it can be read orally by the presenter. The second option is preferable when working with teenagers, as they get the opportunity to ask clarifying questions. But the first option is very good, as it teaches the participants to work with the instruction on their own. And this is a very important psychological skill! What does the information contain for everyone?
“Each group received a piece of paper with five geometric figures drawn in a row. You also have such a leaf. Look at it, but only so that only you can see your figures. It is known that one of the figures is common, that is, it is contained in the leaves of all six groups. What kind of figurine is it? You can find out by sending and receiving letters. When you establish what kind of figure it is, redraw it on the final answer form and give it to the facilitator. After you have sent your reply, you can continue to send and receive emails if you see a need for it. Remember: the game is over when all participants will submit their answers. The game is considered successful if all the answers will turn out to be correct. "
This is the instruction. We see that the participants have to work in a situation of a lack of information, that the task before them is of an individual-collective nature: it is important to find the answer ourselves (within their own mini-group) and help all other groups to define themselves. But! Do not tell the participants about this. They have to come to this on their own in the course of their work. This opening is the main essence of the game "Mail".
Private information is a piece of paper with 5 figures drawn on it. As we said, these sets are different from each other and contain only one common figure.
As we can see, the task assigned to the participants is very simple. In theory, a group can get by with 30 messages. But in practice there are many, many more!
Groups are given 15-20 minutes to work. Working with fifth-graders, the facilitator is unlikely to avoid specifying instructions, small tips to groups regarding the organization of work, and disciplinary actions. This is fine.
After all the participants have given their answers (or all possible time limits have been exhausted), the moderator announces the correct answer and reviews the solutions proposed by the participants, determining their correctness.
What behavior did the participants help to find the correct answer?
And what, on the contrary, hindered?
What type of letters were the most informative?
What mistakes did the participants make during the game?
Then everyone sits in a common circle and exchanges views. The main result of the discussion is some strategy for effective behavior in such a situation, which should be jointly described by the participants.
Materials for the game (sets of geometric figures for each group)
LESSON 8. LEARNING TO RECOGNIZE PROBLEMS
Tasks:
Develop skills for differentiating problem situations;
Develop communication skills related to the presentation and argumentation of your position.
Forms of work: work with individual study forms, group discussion.
Equipment: forms (No. 1) with the names and visual images of the studied problems (by the number of students), forms (No. 2) with problem situations for individual work, colored pencils.
Stages of work:
1. Summarizing the material of the previous lessons: what problems do we know? Why are they called that? How can they be solved?
2. Acquaintance with forms No. 1. Coloring black-and-white drawings of the form.
3. Work with individual forms (No. 2). Children take turns reading out loud a problem situation, then independently note in the third column what type it belongs to. A group discussion is held for each situation. Each student has the right to disagree with the group and keep his own answer.
4. Summing up the lesson. The moderator says that the work with problem situations in the next lesson will be continued.
5. Children paste into their workbooks the forms on which the work was carried out during the lesson.
Basic notes in a notebook
Lesson number 8. Learning to recognize problems
Form No. 1. What are the problems and how are they solved?
Problem name |
Image of the problem |
Defining the problem |
Jigsaw-like problems |
A puzzle-like problem has several distinct parts. The whole problem is solved when every part of it is solved. |
|
Problems similar to multi-layered jelly |
Solving multi-layered problems consists of sequential actions. Such problems are solved if all actions are performed and in the correct order. |
|
Problems like a snowflake |
The snowflake problem has many options. It is necessary to investigate all possible options and choose the best |
|
Problems similar to the Olympic rings |
Such problems arise due to the fact that people do not help each other, they work only for their own result. Everyone must succeed in their own business and help all other participants to do this. |
|
Problems similar to the parable of the elephant |
For the first time in their lives, four blind people met an elephant. One of them touched the trunk and said: "The elephant is like a thick rope." "An elephant is like a pillar," said another, feeling the elephant's leg. The third touched the elephant's belly and declared: "The elephant looks like a huge barrel." “It looks like a mat,” the fourth objected, touching the elephant's ear. |
Such problems arise due to the fact that people differently understand the meaning of words or actions. In order to solve such a problem, it is necessary to understand what each interlocutor means and come to an understanding. |
Form number 2
Read the situations described below carefully and determine what type of problem they relate to.
№ № |
Situation |
Problem type |
Pupils of the 5th grade decided to stage a play for the whole class by the end of the school year. They decided to decide, but how to do it themselves - they do not know. How should they act in this situation? |
||
A group of 5th grade students became very interested in the mysterious continent of Antarctica. The guys decided to find out everything about her. They picked up literature in the library and gasped: "How much!" There are books about the animals and plants of Antarctica, about its climatic features, about the history of the development of the continent, about the work of international research stations ... How to read all this? What to do?! |
||
One student was preparing at home for a geography lesson. I learned a paragraph, told my mom. Both he and his mother were satisfied with the preparation. And the teacher said that the answer was “good”, but not “excellent” at all, and gave a “four”. The boy at home was never able to explain to his mother why he got a "four" and not "five" |
||
In the math class, the teacher said that today, the grade of each student will depend on how the whole class is going to work. She gave each student 5 problems to solve, but she said that the class will receive the "five" only if all the problems are solved. The guys did not cope with the task. They explained this by the fact that there was a weak student in the class who, before the bell, could not solve even three out of five problems. But the teacher said that the guys approached the problem in the wrong way. Is it so? |
||
A 5th grade student was very interested in the opportunity to give an interesting lecture to younger students. This is a responsible business. The material should be interesting and understandable for kids. How do you prepare for such a performance? |
||
Students of one very friendly class decided to spend several vacation days together in the spring. But what kind of rest should you prefer? Everyone offers his own, does not listen to others ... We almost quarreled! What should they do to find the general and best solution? |
LESSON 9 (first hour). LEARNING TO FIND A SOLUTION TO THE PROBLEM
Tasks:
Strengthen the skills of problem differentiation;
Develop skills in solving problems of various types;
Develop speaking skills in a group discussion;
Develop the ability to defend your opinion and agree with the informed opinions of others.
Forms of work: work with individual study forms, work in creative groups in the group decision-making mode.
Equipment: study book, form with a study assignment (according to the number of students in the class)
Stages of work:
1. Referring to the topic of the previous lesson. Statement of objectives for this lesson.
2. Filling in the table on the board according to the results of the previous lesson. The table records the number of the situation and the options for correlating it with one type or another. Depending on the students' actual choices, from 1 to 5 variants of its name may appear next to the number of a specific problem.
3. The choice of problematic situations in relation to which there is no consensus in the class. Division into groups according to the number of such situations.
4. Work in groups: a thorough analysis of the problem situation and finding a common version of its name.
5. Presentation of the work of the groups. Collective discussion of each problem situation. Finding a common option. If the children at this stage of the work cannot come to an agreement, the presenter names the correct answer and justifies it himself. The discussion of each situation ends with the completion of the corresponding lines in the individual form.
6. Summing up the lesson. Brainstorming: Why is it important to define the type of problem? What depends on it?
The main entries in the notebook:
Lesson number 9-1. Learning to find a solution to a problem
Form form
Lesson topic: Learning to find a solution to a problem
Problem # 1 is a problem similar to _____________________________________
It is solved as follows: ______________________________________
Problem # 2 is a problem similar to _____________________________________
It is solved as follows: _________________________________________
Problem # 3 is a problem similar to _____________________________________
It is solved as follows: ________________________________________________
Problem # 4 is a problem similar to _____________________________________
It is solved as follows: _____________________________________________
Problem # 5 is a problem similar to _____________________________________
It is solved as follows: _________________________________________________
Problem # 6 is a problem similar to _____________________________________
It is solved as follows: ______________________________________________________
LESSON 9 (SECOND HOUR). LEARNING TO FIND A SOLUTION TO THE PROBLEM
Tasks:
To consolidate the acquired skills of differentiation and problem solving in a game situation;
Provide participants with the experience of solving a problem similar to the Olympic rings;
Develop cooperation and cooperation skills in the mini-group and in the class as a whole.
Forms of work: collective game "Encryption", group discussion.
Equipment: study book, materials for the game "Cipher": cipher text on cards (several cards per person), cipher (according to the number of groups), forms for analyzing the type of problem.
Stages of work:
1. Statement of the tasks of the lesson: the development of skills for solving specific problem situations. Writing a topic in a notebook.
2. Division of participants into groups. Creation of a group of observers. Instructions for the game "Encryption".
3. Work of groups with forms for analyzing a problem situation. At the same time, observers were instructed.
4. Game "Encryption". The facilitator and observer monitor the work of the groups.
5. Summing up the results, determining the winner.
6. Panel discussion: what type of problem was this and how was it supposed to be solved? What helped and what prevented you from solving it?
7. The final entry in the notebook.
Basic notes in a notebook
Lesson number 9-2. Learning to find a solution to a problem
Problem: the group needs to decipher the text quickly, faster than other groups.
Type: problem similar to the olympic rings
It is solved as follows:(each child writes down the solution algorithm in his own words).
Description of the games of the lesson
Encryption (authoring)
Children are divided into several groups of 3-4 people. Several people should remain in the role of observers.
The moderator gives general instructions: “Our game is competitive. There will be winners in it. The winner is the group that deciphers the text of the quote faster and most accurately. Now each participant will receive a stack of leaflets. Each piece of paper contains 1-2 encrypted words and a number. This number will help you determine the place of these words in the decoded phrase. "
The presenter distributes sheets of cipher text to the children. Children within the group receive assignments of different size: someone receives only 2 sheets of paper and on each one - one word, someone - 3 or even 4 sheets of paper. The presenter does not comment on this circumstance. Children themselves must understand that they will complete their individual tasks at different times and for the general benefit they need to help each other. In fact, only a team can win if its members are able to properly distribute work within the group.
The facilitator gives the children some time to consider the tasks they have received (they do not have the code yet!) And continues the instruction: “Now, first of all, you need to understand what type of problem you are facing and how you will solve it. Each group receives a form on which they write a strategy for their work. "
Group form
Group No. ___________________
Type of problem (draw or write in words) _________________________________
Selected solution: _________________________________________
Agree (signatures of all members of the group):
While the groups are filling out the form, the facilitator instructs the observers. Their task is to monitor how the groups carry out the task: whether they help each other or everyone works for themselves, whether they support each other with words, what they say about rivals (other teams), etc.
After filling out the form, the groups receive a cipher. It is known that each character represents one letter. Children begin to decipher the text. The observers also take up their duties.
As soon as the first group completes the task, the leader approaches it, reads the received phrase and, if it is correct, announces to everyone that the winner has been determined. However, it gives all other groups the opportunity to complete the work.
The winning group reads out the resulting phrase. The rest of the groups check their text.
This is followed by a general discussion with the participation of observers:
What type of problem do you refer to?
How did you intend to solve it?
Do you now think it was the right choice?
Observers share their observations and findings.
Materials for the game
Encrypted phrase: "Honesty, generosity, courage, constancy in trouble and happiness, kindness, devotion - these are the virtues of a friend."
The code offered to children:
LESSON 9 (THIRD HOUR). LEARNING TO FIND A SOLUTION TO THE PROBLEM
Tasks:
Strengthen the skills of differentiating problems and solving them in a game situation;
Develop group decision-making skills;
Develop skills in listening, understanding other people;
Motivate students to participate in the final role-playing game.
Forms of work: group discussion on a given topic, the work of creative groups.
Equipment: texts of tasks for warm-up, cards with names of the type of problem, hourglass.
Stages of work:
1. Summing up the results of the course, setting the objectives of this lesson (consolidating skills).
2. Warm up. The most important game. The class is divided into groups of 3-4 people. Working with situations: each group must decide on the situation outlined on the card. The group then presents their answer and listens to the views of other groups. General discussion is held if necessary. Mini-group discussion is limited in time. Whenever possible, two situations are suggested for solution and discussion.
3. The game "We play KVN". In the course of the game, built like a warm-up in KVN, teams come up with different types of problems and offer them to each other for solving. The facilitator helps students evaluate the proposed solutions and choose the best ones.
4. Lesson summary: can we work together? Have we sorted out our problems? Have you learned how to define and solve them?
5. The facilitator briefly talks about the upcoming final game and answers the children’s questions.
Description of the games of the lesson
The most important thing
The following situations may be suggested for discussion in mini-groups.
The first situation
“You are going to school and want to take the following things with you: chips, money, a sandwich, an apple, a bottle of water, a ball, homework, a diary. However, there are only three things that fit in a briefcase, and you need to work together to decide which of the listed items you will take with you. "
Second situation
“You have decided to spend the night with your friend and want to bring the following things with you: pajamas, toy, clean clothes for the next day, sleeping bag, toothbrush, favorite book, school bag. However, only three things can fit in the suitcase, and you need to decide together which of the listed items you will take with you. "
Third situation
“You have decided to go abroad by car and want to take the following things with you: a passport, a fascinating book, a gift for a friend to visit on the way, a toy, food and drink on the road, a bathing suit, a pen and letter paper. However, only three things can fit in the suitcase, and you need to decide together which of the listed items you will take with you. "
We play KVN (authoring)
In its form, this exercise is similar to the warm-up stage in the KVN game. The game takes place in the same teams in which the children worked during the warm-up phase. Teams draw cards with the name of the type of problem they need to come up with. The card cannot be shown to other teams. Groups come up with a problem and think about an approach to solving it.
Then the game proceeds according to the following scheme. One of the teams presents their problem. The rest of the teams discuss for 2-3 minutes what type of this problem and how it is solved. The teams outline their options. Then the team that posed the riddle tells itself what type of problem they should have come up with and how they themselves see the solution. The facilitator helps the children evaluate all the options offered and choose the best one.
Teams then work with the problems of other groups in the same way.
PLOT-ROLE FINAL GAME "ONCE IN THE CITY N ..."
The full text of the game is given in the next section.
SCENARIOS OF STORY GAMES
STORY GAME-PROJECT "WE ARE BUILDING A PARK"
At the wave of a magic wand, the students of the class are temporarily transferred to a magical city, where many things are not arranged like in ordinary life. Both adults and children live in this city, and good fairies run the city, while taking into account the opinion of its adults.
Offended by such "injustice", the children of the magic city decide to protest: they demand that they, too, be given the right to rule the life of the city on an equal basis with fairies and adults. Fairies do not mind, but they offer children to pass the test, to prove their readiness and ability to solve important problems and problems.
Children are invited to create a layout of the city recreation park, which would take into account the interests of all children in the city, as well as observe some important rules. They are given an hour and a half for this and all the necessary technical means. But no magic!
When the layout is created and appreciated by the fairies and adult inhabitants of the magical city (naturally, the result will depend only on the quality of the work done), the children, with a wave of a magic wand, return to "reality".
What did this work teach them? How can they use this experience in their real life? What advice would they give to the children of the magical city for the future?
Game goal: creation of a recreation park layout that would meet the requirements formulated in the terms of reference and would give children the right to take part in city management.
Psychological tasks
Provide participants with design experience through joint practical activities.
Strengthen the skills of solving various problems.
To put the entire children's team and each child in a situation requiring responsible behavior.
Teach children to set goals and take action.
Create conditions for the development of teamwork skills in children.
Tools
A poster template for the future park, templates for park facilities, a folder with a statement of work, texts of questionnaires, crayons, felt-tip pens, ballpoint pens, A4 paper, a bell, a stopwatch.
Game stages
1. Warm up.
2. Immersion of children in a play situation. Setting the goal of the game.
3. Development of a general plan of work on the sketch of the park.
4. Conducting a survey and processing the survey data.
5. Division into working groups and preparation of the park layout.
6. Assessment of the created project.
7. Discussion of the game.
Game scenario
After a warm-up in another room, the children enter the gym. Music sounds, the hall is twilight, a ball is spinning. Children sit on the carpet in the center of the room. For some time they sit in silence, getting used to the situation.
Leading... We are with you in a magical city. Adults and children live in it, and they rule the city with the help of good fairy magic. The children of the magical city are you, its adults are our guests, the participants of the seminar. And we, the hosts, will be fairies today. So, we are in a magical city ...
Children of a magical city, like children of any other city, go to school, walk and relax in their free time, love interesting games and entertainment, listen to adults. But one day something happened ... (pause). The children decided that they did not like the fact that they were treated like little ones: they did not consult, make important decisions without them, dictate to them when to study and when to rest. “We want to be adults! they said. "We want to run our city together with the fairies." The adults got angry, but the fairies decided to do it differently. “Do you want to be adults? Do you want your opinion to be taken into account? Okay. But first, prove that you can act like an adult. Are you ready for the challenge? " they asked the children. "Yes! Yes! Yes!" - the children shouted. And the test began ...
The light comes on. The presenters appear in front of the children in play clothes: silver scarves and head hoops. Now they are addressing the children sitting in front of them as fairies.
Leading... We want to see you in a real adult business, which you will do from start to finish yourself with our minimum help. This year we planned to build a recreation park for children in our city. When building this park, we would like to take into account the interests of all the children of our city (of course, if possible and provided that these wishes are feasible; although we are fairies, we resort to magic as a last resort). So here's what you need to do. You need to create a layout for the recreation park. Do you know what a layout is? (The presenter shows the children the prepared template). This layout must take into account the interests and wishes of all the children of the city, it must be beautiful (so that the park decorates, and does not spoil the general view of our wonderful city), it must be realistic: everything that you plan in the park will be built without the help of our magic (although we still have one magic surprise planned).
So your layout should be:
Realistic;
Practical;
Aesthetic (handsome).
If you manage to create a layout that all residents (adults, children, fairies) of the city will assess as good or excellent, you will be entitled to govern our city on an equal basis with adults and fairies.
So, your task is to create a layout of a recreation park for the children of our city, taking into account the three above-mentioned requirements.
You are ready?
The bell sounds as a sign of the transition to the next stage.
Leading... Now you have to determine the general plan of your work: where do you need to start? What work needs to be done, and what else can wait?
Now everyone will receive a sheet of paper. It lists the various types of work that are in one way or another related to the construction of the recreation park. Your task: carefully read this list and mark for yourself the types of work that are necessary to create a layout. You are given 3 minutes for this ...
The presenter marks the time.
Leading... And now your task is to make a general list of necessary work. All those types of work that are on your lists, I have written on separate sheets. Discuss and set aside in a separate pile the types of work that you consider necessary to create the layout. You are given no more than 10 minutes for a group discussion. (The facilitator keeps track of the time.) Now arrange the selected types of work in the order in which it would be logical to perform them. And in that order, attach them to the stand ...
Please read to everyone present what exactly you have to do and in what order. (If the facilitator sees inconsistencies in the children’s reasoning, he can ask them additional questions.) Okay, you did the job. By the way, what type of problem were you solving now? Yes, it was a problem similar to multi-layered jelly. How did you solve it? Was this the correct approach?
The bell sounds.
Leading... So, what are we doing with you now according to the plan? We are conducting a survey on how you would like to see this park. Agree, there are many options for building and equipping a recreation park. It would be nice to pick the best option .... What problem does this look like? That's right, it's a snowflake-like problem. How is it solved? (Children express their opinion, the presenter summarizes.)
It is necessary to take into account the opinions of all the children of our city and choose a project that will satisfy the interests of all. (The facilitator distributes the questionnaire forms.) Now you have to fill out the questionnaire and thereby express your opinion about what the park should be like.
The presenter discusses the questionnaire with the children. Together with them, he reads out the first question. Children, according to their personal choice, mark any three items. Then everyone gets three white circles.
Leading... Please note: there are 5 chairs against the wall. Each has a sheet of paper with the name of a particular park area. Place your mugs on the chairs that have your chosen park areas attached ... Let's see which three park areas are the most popular? Which ones were in the minority? Are there any zones that turned out to be generally unpopular?
Let's mark each of the three most-selected areas with a specific color. For now, these will be the working names of our park areas: blue, red, yellow. But you must remember that the park layout must take into account the interests of all residents, including those who find themselves in the minority. We will think about how to do this a little later.
Leading... In addition to park zones, any park also has a common territory: paths between fenced-off areas, places for rest and food, flower beds, possibly fountains. What do you personally want to see most in the common park area? You see, 9 items are listed. Choose 5 of them that seem important to you personally ... Now we need to summarize the obtained data. Give your profiles to fairies, they will calculate and tell us which objects were the most popular.
Children submit questionnaires.
Leading... Have we completed the first point of the plan? What do we have to do now? So we move on to the next point in your plan. We have to create a model on which the zone and the general territory of the park chosen by the residents of the city will be indicated. What type of problem is this and how is it solved? Yes, this is a mosaic problem.
The bell rings.
Leading... We will now create four working groups. Three will create mock-ups of those parks that have turned out to be the most popular (green, yellow, red). The fourth group will develop a project for the common area. (Let's mark it in green.) She will try to find a place for those objects that are dear to the hearts of individual children. Lots will help us break into groups.
Children are divided into groups and receive an individual technical assignment. The group developing the project for the common area must have at least 4 people. It takes 25-30 minutes to create a layout.
The bell rings.
Leading... It's time to move on to the next point in the plan. Now each group will present its own layout. The task of the rest is to listen carefully and evaluate the layout in terms of three qualities: whether it satisfies the needs of most children, whether it can be implemented without the help of magic, whether the territory will turn out to be beautiful.
Each group reports on their work, the rest ask questions. Then everyone is invited to rate each of the four parts of the layout. The assessment is carried out publicly. First, the presenter asks those who rate the layout at "5" to raise their hands, then those who rate the layout at "4". If there are scores of "3" and "2", their authors must say what needs to be improved in the layout. Improvements are underway. After all the modifications, the layouts are connected.
Leading... I now appeal to all residents of the city. Imagine that a park has been built. It looks like it is shown on the layout. You have come to the park. Which of the four zones of the park would you like to be in now?
The presenter marks the places on the carpet that symbolize a particular zone and invites all participants to make their choice.
Leading... And now a magical gift from the fairies: when your park is built, the sun will always shine, the weather will always be good, and delicious fruits will grow on the trees!
I ask everyone to return to their places .... So, the job is done, the layout is created. The fairies want to confer with the adult inhabitants of the city. Do you think the children coped with the task?
Those who wish come forward.
Leading... Well, it's time to make a decision.
The decision is announced that the children of the magical city from today take part in the discussion of all important issues in the life of the city and have the right to vote in decision-making. The host asks the children to sit down. The light goes out. Music sounds. The presenters take off their silver scarves and hoops.
Leading... We leave the magical city and return to our school. There are no fairies, no magic, but you learned a thing or two in a magical land! Tell us what you learned, if you liked our game.
Working materials for the game
What needs to be done in order to create a layout of the park?
1. Send invitations to residents of other cities to open the park.
2. First create a rough sketch, and then - a model of the park.
3. Determine those park areas in which most of the city's children are interested.
4. Purchase products for the festive banquet.
5. Find out from each resident of the city what he wants to see the recreation park.
6. Send an expedition for precious marble for the fountain.
7. Evaluate the created layout: does it meet our requirements?
QUESTIONNAIRE
How do you want your park to be?
Read points A through E carefully:
A) Just a green area for walking and relaxing
B) Plot with attractions and slot machines
C) A site for cultural recreation: with a dance floor, summer stage, etc.
D) Plot with sports grounds
E) Fabulous play town
Read the following list carefully:
1. Cafe and food stalls
2. Ice cream and drinks
3. Pond and boat station
4. Sculptures and monuments
5. Benches and gazebos
6. Photographer
9. Fountains
Terms of reference for the group,
developing the layout of the park area
_______________________________________
(title)
1. Think about where you will have entrances to the territory. Be sure to coordinate your decision with the group developing the layout of the common area!
2. Select from the list of the questionnaire the objects that you want to install on your territory. Write them down:
3. Draw on the templates those objects that you want to install on your territory, and indicate on the layout their location.
4. Mark the paths that will go through your territory. Like this:
5. Mark the benches with this sign:
6. And trash cans with this sign:
7. If on your territory there will be flower beds, trees, lawns and other park decorations, be sure to draw them.
8. Create a layout: apply all the necessary drawings to it and attach objects.
9. Think about what else is missing in your park area. Does it look pretty?
Terms of reference for the group developing the layout of the common territory of the park
1. Think about where you will have entrances to the park, and mark them on the diagram.
2. Select from the list of the questionnaire the objects that you want to install on your territory. Fairies will tell you which objects were the most popular.
3. Draw on the templates those objects that you want to install on your territory, and indicate their location.
4. Mark the paths that will pass through your territory using this sign:
5. Be sure to coordinate your plans with other groups. Otherwise, the entrances to their territory will remain without paths!
6. Mark the benches with this sign:
7. And trash cans with this sign:
8. If on your territory there will be flower beds, trees, lawns and other park decorations, be sure to draw them.
9. Create a layout: apply all the necessary drawings to it and attach objects.
10. Think about what else is missing in your park area. Does it look pretty? Have you taken into account the wishes of all the children of the city?
ROLE-PLAYING GAME "ONCE IN THE CITY N ..."
Children, while being in the position of observers and listeners, learn about the events that took place in a small provincial town N. The calm and measured rhythm of life of this city, located next to the reserve, was disturbed by an unexpected find: a large diamond deposit was found on the border of the city and the reserve. The government has announced a competition for projects for the development of this field. Applicants must, in their projects, propose competent ways to solve the eight main problems arising from the industrial use of the field. The day and hour when the government commission will meet is already known.
The city decided to participate in the competition. However, taking into account the lack of time and realistically calculating its own strength, the city decided to involve a special company, whose employees specialize in solving complex problems. If successful, the city will receive investment for the development of the field, and the firm will receive government recommendations (which will dramatically increase its prestige).
Thus, the game's goal is to offer the government commission options for solving the main problems that would make it possible to win the competition.
Psychological tasks
To strengthen the participants' skills in solving various kinds of problems in a model game situation.
To give the participants the experience of solving problems arising in group activities in a real situation of interaction.
Develop the skills of cooperation, a project-based approach to a problem situation.
Develop written instruction skills.
Develop independence and responsibility in real-life situations.
Tools
Map of the city and its environs, tokens for drawing lots, cards with the designation of roles, forms with the text of problems, forms for solving problems (according to the number of problems), "company announcement", "City" and "Company" forms.
Game stages
The game consists of two parts (two meetings with an interval of several days).
The first part of the game includes the following stages:
1. Introductory text of the presenter (immersion in the game situation).
2. Familiarization with problems and game tasks.
3. Draw: division into "City" and "Company".
4. Work in the groups "City" and "Company" on the distribution of roles and the creation of a "legend".
The second part of the game includes the following stages:
1. Introductory text of the moderator: once again about the situation and the procedure for today's meeting.
2. Introducing the City and the Firm to each other, distributing problems between them.
3. Representation of the government commission (it must be made up of status adults: teachers, head teachers, director).
4. Problem solving in the "City" and "Firm" groups, joint consultations, development of a common solution for each problem.
5. Presentation of the draft to the government commission.
6. Meeting of the commission, adoption and announcement of the decision.
7. Exchange of views between the presenter, members of the commission and participants in the game.
The scenario of the first part of the game
Leading. The events that will be discussed in our game took place in a small provincial town, in one completely civilized country. Yesterday, no one in the capital of this state even heard of its existence. A small, quiet town located at the foot of the mountains, on the shore of a beautiful lake, next to a large nature reserve. (The attention of children is drawn to the map of the city and its environs.)
Residents of the city went about their simple business, with pleasure rested on the shore of the reserved lake. These shores were gradually overgrown with houses, houses and villas. We would say - dachas.
There were almost no visitors to the city. The city has not been built for a long time and has not expanded its borders: there was no need.
Our town was connected with the neighbors by an ordinary road. Regular buses ran through it twice a day. And more often it is not necessary! The inhabitants of the city were not very fond of leaving somewhere.
Quiet and smooth! The mayor of the city managed all the simple affairs. There were also “greens” in the city. They were engaged in the affairs of the reserve and the lakeside zone, defended the rights of animals and birds to fresh air, forests, fields and streams ... But in fact, no one encroached on these rights!
This continued until ... not far from the lake shores, on a deserted strip between the reserve and the recreation area, DIAMONDS were found. It turned out that “under the very noses” of our townspeople there is a richest deposit of precious stones! (On the map of the city, an exclamation mark is placed in the appropriate place.) The quiet life of the townspeople has come to an end. The news of the find immediately spread throughout the city, then across the country. She soon reached the capital. Diamonds are no joke!
The government has announced a competition for the best project for the development of the field. There were many hunters. And the inhabitants of our glorious town were faced with a problem: either they put up with the fact that strangers will cut down trees, pollute the reserve, not thinking about the consequences, or they themselves take up the development of the field.
But there are many problems that need to be thought about, and ways to solve them need to be found. (The children’s attention is drawn to the poster listing the problems.)
Here are the problems:
1. The problem of summer residents. Many townspeople have houses near the lake. After the opening of the mines, the lake will cease to be an attractive place. How to be?
2. The problem of Sunday rest. The townspeople are deprived of their favorite resting place. How to be?
3. Near the deposit - a nature reserve. The diamond processing plant must be built in such a way as to cause minimal harm to the animals and birds of the reserve. What conditions must be met during its construction?
4. Involvement of new specialists will be required. Where can I get them?
5. There are people in the city who believe that this project will contribute to the well-being of the city, and there are people who believe that the project will greatly harm the well-being of the city. They already argue so that it comes to scandals and fights. How can I help them?
6. A small highway will not cope with freight traffic, which will become very large. How to solve the transport problem?
7. No one yet knows what the consequences may be as a result of the construction of the plant and mines. How to identify them?
8. New specialists .... So, we need houses. Construction will be required. What will the new district be like?
There is not much time. It will not be possible to resolve all the issues on our own. And the residents of the city decided that they would solve some of the problems themselves, and delegate some of the problems to specialists. There is one unique firm in the capital: its employees specialize in solving particularly difficult problems. They help customers find solutions. (Children are shown a poster with an advertisement for the company.) It was their residents who decided to invite them to the city for one day for joint discussion and solution of their problems. On the same day, a government commission will arrive in the city. Its members will listen to the proposals of the firm and the townspeople and decide whether they will transfer the right to develop the deposit to the residents of the town. The day has already been set - April 30th. Then everything will be decided.
And today we need to prepare to discuss the problems.
What are we going to do today?
We will split into two groups. Half of the participants are residents of this very city, the other are employees of the company. We will divide into groups in a special way, we will talk about this a little later.
Those who become residents of the city will seek answers to the following questions:
What will be the name of their city and other objects on the map?
Who will be who in this city?
What problems will the townspeople take upon themselves, and what problems will they pass on to the firm?
Those who become employees of the firm will seek answers to the following questions:
What is the name of the firm?
Who holds what position in it?
How will the firm's employees work on the problems?
On the day appointed by the commission (a specific date is called) we will meet, and we will have an hour to find ways to solve all the problems, to present our draft to the commission. If the commission is satisfied with your proposals, then:
- firstly, the company will receive a fee for its work and excellent recommendations from the government, which will allow it to successfully work then throughout the country;
- secondly, the city will receive the right to develop the field and will remain the complete owner of its territory.
Division into groups "City" and "Firm"
Leading. We suggest that you now break up into small groups of 2-4 people. Team up with those with whom you would be comfortable working together.
Now each group chooses its representative, whom it trusts to participate in the drawing of lots. If you get a blue square, you fall into the "City" group, if a red one - into the "Firm" group. You draw the lot in turn. Everyone who drew lots announces their color and goes with the group to the place where the team is assembled. "City" - to the door, "Firm" - to the stage.
(The collection points are marked with sheets A3 - "City" and "Company". The inscriptions are made in the corresponding color.)
The work of the groups according to the plan presented above
Roles are assigned by lot within each group.
For a company, everything is very simple: you need to determine the head, his deputy, all the rest become specialists in a specific type of problem. Which one - the group decides on its own. The moderator sets only one condition: as a result, specialists in all 5 types of studied problems should appear in the company. After assigning roles, children come up with a name for their company and an element of "entourage" (clothing, emblem, decoration, object). For example, in our case, the kids chose sunglasses and a file folder.
The children then contemplate a ritual of introducing their company to the city. Then they decide how they want to organize the problem solving process. All information for storage is transferred to the head of the company, and this is where the first part of the game for the company ends.
The city is solving similar problems. First of all, there is a distribution of roles. The draw (or some other technique chosen by the presenter) distributes the participants into the following roles:
Mayor of the city,
the caretaker of the reserve,
businessman interested in diamond mining,
a businessman interested in the processing and sale of diamonds,
a city dweller with a lake house,
representative of the Green Party,
citizen,
other roles, at the choice of the host.
Participants think over the procedure for presenting the city to the firm and the government commission. And finally, the most important thing: city residents decide which problems they will solve themselves, and which they will transfer to the company.
If the guys decide to keep all the problems for themselves or to transfer everything (practically everything) to the company, the presenter must explain that this is a knowingly losing situation: only an hour will be allocated to work, and this time is not enough to work out all eight problems with high quality. This is where the work ends.
The scenario of the second part of the game
The game takes place in a specially equipped room: free space is left in the center, there are tables and chairs for the participants on the left and right (on the one side there are places for the townspeople, on the other side for the company's employees), on the third wall there is a table of the government commission.
The facilitator briefly talks about the current situation, and then says how the work will proceed.
It is imperative to remind the participants of the following: the city will take on the solution of some of the problems, and will transfer some of the problems to the company.
For an hour, the participants will struggle to solve problems.
Participants will receive a special form to solve each problem. The name of the problem is already written on it (see an example of the form below). It is necessary to indicate the type of the given problem, give a brief description of the way to solve it, and then detail the draft solution.
After the form is completed, it must be signed by two responsible persons (if they agree with the proposed text): the mayor of the city and the head of the company. A form containing two signatures may be presented to a government commission.
The commission evaluates the project according to the following criteria:
The type of problem is correctly identified;
Whether the proposed project of its solution is feasible;
Does this project essentially solve the problem?
Introducing participants to each other
The presenter introduces the government commission to the participants, and then gives the floor to the mayor of the city. The mayor talks about the city, introduces its inhabitants (while showing a map of the city). Then the mayor or his representative announces the problems that the city keeps for itself, and the problems that he transfers to the firm for solving.
Then the presenter gives the floor to the head of the company. He represents his firm and its employees.
Working on problem solving
The facilitator distributes problem-solving forms to the groups. Participants decide for themselves how to organize the work. For example, in our case, the employees of the company have collectively identified the type of each problem and distributed these problems among themselves. The leader supervised the process and helped those who were in difficulty. Those employees who coped with their part of the work, he sent to help others. The work was organized so clearly that the presenter practically did not interfere.
The townspeople tried to work all together, because of which there was a lot of noise and little action. As a result, they spontaneously split into several groups.
The facilitator's intervention may be required at a time when the mayor and the head of the firm begin to exchange problem forms. The proposed solution does not always satisfy the other side. It is necessary to help the participants organize the work process of small conciliation commissions, consisting of representatives of the city and employees of the firm.
The members of the commission oversee the work of the children. It is important for them to make sure that the work within the groups is carried out seriously and responsibly. In addition, they closely observe how the relationship between the townspeople and the employees of the firm develops. In their relationship, problems that are well known to children periodically arise: such as the Olympic rings or similar to the parable of the elephant.
For example, a city map. It is needed for work by both the townspeople and the representatives of the company. Will the children be able to find a place for her that is convenient for everyone?
Or another situation: the work of the conciliation commissions. It happens that representatives of one group do not want to sign a draft of another simply out of harm. Will children be able to turn a competitive situation into a cooperative one?
Presentation of projects
The groups decide for themselves who will represent the commission of a particular project. Participants take turns going out and talking about their project. The commission has the opportunity to ask questions. If some of the projects were left without a signature, the commission can also request them for consideration and decide for itself whether this project is worthy of implementation. The members of the commission record whether the type of problem has been correctly identified and evaluate the quality of the project itself.
Commission work
The meeting of the members of the government commission takes place in the presence of the participants. Adults analyze the course of discussion of problems and the result obtained. They can approve the city as the main developer, they can refuse the city explaining the reason for the refusal. For example, in our case, the city did not receive the right to develop the field, but the company received recommendations, as it showed itself from the best side.
Opinion exchange
The meeting ends with a general circle, where impressions from the past game are discussed. The presenter focuses on how accurately the guys identified the type of problem and the way to solve it. Commission - on the proposed projects and the process of the game. The guys speak out on any topics that touched on them.
A few words about the position of the host in this game
In the first part, she is dominant. The presenter controls the process of the game, introduces the rules, directs the processes taking place in the group. Although at this stage, he allows the children to independently discuss their play "legend", the form of presentation to the other side.
In the second part, the presenter takes on only an organizational function: he introduces the basic rules, keeps track of the time, transfers the game from one stage to another. Naturally, the level of independence of the participants varies from group to group. However, it largely demonstrates the effectiveness of training.
An example of a form for working on a problem
Problem
New look of the city. New specialists ... So we need houses. Construction will be required. What will the new district be like?
Problem type (name and draw):
General solution (in one or two sentences):
Specific steps (write down briefly and then explain to government commissions):
Developers:
Project thinking is the undoubted advantage of a modern manager.
The leader responsible for eliminating bottlenecks is unlikely to succeed.
In general, the ideal of a company and people management system is far from the picture that the first and last Soviet electronic game paints for us, where the wolf from "Well, wait!" catches eggs continuously rolling down from branches into a basket.
A successful leader is more like the captain of an ocean liner who stands on the bridge and looks far ahead, where the ship is supposed to go.
In order to make effective forecasts for the future, you need to be able to set goals for the long term. Success, it seems to us, comes to those who look into the future and see themselves there - a person who has achieved a goal.
Project management involves the quality of "healthy neglect of the impossible". If you can dream of something, then you can get it. Project development is the reverse "unfolding" of the sequence of tasks from the moment when you have already achieved the result, to the present day: here I am, and what I needed to do in order for me to be here; but in order to be at the previous stage, etc.?
In the process of decomposing a project, it is important to decompose the task into its components and assess how well the set of elements of each level of the task reflects the essence of this level.
Is there a need for further clarification, specification of the task, or is each of its elements described in as much detail as possible? Is it possible to accurately determine the required resources and their cost for each lower-level operation?
Here it becomes clear that for successful project planning it is extremely important to be able to clearly and specifically (point by point) set goals. Here we are ready to fully agree with those who preach a system of SMART criteria for assessing the clarity of goals.
Communication skills
The endless conversations of old women on the bench at the entrance - is this really that notorious "ability to communicate" that business coaches talk about? Of course no. The number of words spoken per minute is not at all an indicator of the effectiveness of communication.
Simply put, communicative competence is knowing the answers to just three questions: to whom to tell, what to say, and how to say?
Answering the three main communication questions, we form a strategy of interaction with the target audience - any of our counterparties: a client, partner, competitor, subordinate, manager, etc.
It is very important to understand who our interlocutor is. What does he want? In what relationship are we with him, and what roles do we play? What does he mean to us now?
Without clarifying this, it is impossible to answer the next question: what to say to him? Indeed, in order to be heard, one must speak the language of the interlocutor. "Speak in the language of the client" - they convince us in sales trainings.
And how to speak his language if we do not know who he is?
Only after studying our target audience and forming a unique selling proposition for it, we move on to answering the last question: how?
How to convey your idea to the consumer, keeping its original meaning? No way, because for us words mean one thing, but for our counterparty they mean something completely different.
Words are like phone cases, you can put completely different content into them. For example, the same word "phone". Say it in a circle of your acquaintances and ask what each of them imagined at this moment: someone will present their favorite thin mobile phone, someone will present their hated telephone receiver on their desktop, someone will present a pay phone that is slightly stuck in the past , and a young mother - a huge inflatable children's toy.
So, it is impossible to avoid a partial loss of the meaning of what is being spoken. The main thing is to minimize losses. For this, it makes sense to involve as many communication tools as possible.
Why do successful presenters play with the rhythm and volume of their voices, use a projector, actively move, gesture and constantly address the audience?
Because, and practice confirms this, the use of as many communication tools as possible allows you to achieve the maximum effect.
Of course, Buratino was a brilliant communicator: he said one thing to Carabas, another to Malvina, and a third to Tortilla the tortoise. In this sense, he found the key not only to the door behind the painted hearth, but also to the hearts of his partners. And readers.
This brings us to the next, fourth, success factor: emotionality.
Topic: "Development of project thinking: conditions and means"
Plan
2.
3. The stages of the formation of project thinking of students in the course of work on the project
4. Questions for students guiding the project
5. A course aimed at the formation of project thinking in students
Questions for self-control
Literature
Annotation. The proposed material reveals the concept of project thinking, the tasks of its formation in students, discusses issues for students guiding the project, and proposes a course program aimed at forming students' project thinking. The lecture material can be used to train the members of your teaching staff in the mode of methodological seminars or meetings of methodological associations.
1. The concept of design thinking
Project thinking - looking at things as projects, treating them as projects. Design thinking is more effective than formulaic thinking.
Key features of design thinking:
Result orientation: the project is not done for the sake of the process, but for the sake of a clearly defined result.
Freedom of choice of means: since we have defined the result, not the process, we can choose different ways to achieve the result, use different, not just traditional means.
Understanding that we are free before the project: we can either start any project or not. Any project can also be closed by us.
An important task of the modern school is the formation of creative thinking and productive activity of students for the free realization of the possibilities and abilities of an individual in society. Relevant is the use of techniques and methods in teaching that form the ability to independently obtain new knowledge, collect the necessary information, the ability to put forward hypotheses, draw conclusions and inferences. General didactics and private methods within the framework of the academic subject are designed to solve problems associated with the development of students' skills and abilities of independence and self-development.
This presupposes the search for new forms and methods of teaching, updating the content of education. The project method forms the basis of project-based learning, the meaning of which is to create conditions for the independent mastering of educational material by schoolchildren in the process of implementing projects.
By completing creative projects, students master the basics of design, technology, communication and reflection, learn to acquire new knowledge and skills, as well as integrate them.
Tasks of forming project thinking
to develop in students the skills and qualities necessary for a person of the 21st century: responsibility and adaptability, creativity and curiosity, critical and systemic thinking, the ability to work with information and media, the ability to work in a team, to be a leader; take on different roles and responsibilities, the ability to identify, analyze and solve problems, focus on self-development, social responsibility;
to form the ability to describe objects of reality, to highlight the essential and insignificant features of objects, to identify the relationship between concepts, to build a definition of a concept through a generic concept and species difference, to produce a natural and auxiliary classification of objects, to build generally affirmative, generally negative, partially affirmative and partially negative judgments, build correct inferences;
to form the ability to use information technology for the visual presentation of research results;
master such methods of forming concepts as analysis, synthesis, comparison, abstraction, generalization;
foster a responsible attitude to the observance of ethical and legal norms of information activities.
3. The stages of the formation of project thinking of students in the course of work on the project
Initially, the teacher defines the goal and objectives of the instructional design. Then, an initial diagnosis of the development of students is carried out to assess their individual abilities, the level of development of personality traits, the degree of formation of knowledge and skills.
Taking into account the chosen goal, program, requirements of the standard and diagnostic data, the selection of training content is made during the implementation of the project by schoolchildren. At this stage, the teacher assesses the available resources (time, methodological, didactic and material support, own abilities and skills, cooperation with teachers of other subjects) and develops a pedagogical project plan.
In the course of planning educational design, it is desirable for the teacher to develop options for the name of the schoolchildren's project, to formulate for them the need (problem) and a short formulation of the task, to determine the conditions for launching the project and the expected results of the students' project activities.
Then it is necessary to clarify the type of project carried out by the students. If a project includes a detailed study by students of all components (stages) of design, then it is complete. The number of such projects depends on the level of design and technological skills of the students and should grow from class to class. However, it is not advisable to work through all the components (stages) to the same extent in every project. When planning projects for the academic year, for each of them, it is necessary to define an emphasis, or "focus" on individual components (design stages) so that students gradually master them. In classrooms where students are just getting started with instructional design, it is advisable to plan collective, small-scale projects that focus on individual components. In this case, all students carry out a project on one topic, choosing their own version of the design, shape, and finish of the product. As schoolchildren master design and technological knowledge and skills, it is necessary to increase the number of group and individual projects, gradually complicating them and increasing the proportion of independent work. A feature of individual projects is the independent choice by each student of the topic of the project and the design object.
In the project, on the basis of research, discussions, games and a review of literature, students study the basics of formal logic, form such concepts as sensation, perception, representation, object. Students get acquainted with the forms of thinking: concept, judgment, inference. During the discussions, such methods of concept formation as analysis, synthesis, comparison, abstraction, generalization are deliberately used. In the process of games and exercises, students consider the content and scope of a concept, the relationship between concepts, and learn to classify. Students get acquainted with the types of judgments, learn to form inferences. In the process of working on a project, students come to the conclusion that the ability to think is a unique ability inherent in humans.
Student questions guiding the project
Questions guiding the project are divided into fundamental, problematic and educational. Below are examples of different types of questions.
Fundamental question:
How do we think?
Problematic issues:
Why think?
Do objects, plants, animals, babies think?
What does "think" mean?
What does it mean "to think correctly"?
Can you think "wrong"?
Are there rules for how to think?
Can you study them?
What is the importance of the ability to think for a person?
How do we create an idea of the world around us?
How can knowledge of the rules of thinking help?
Study questions:
When did people first start thinking about the rules of thinking?
What science studies the rules of thinking?
Who is its founder?
What is "reality"?
What means of receiving signals from the outside world does a person have?
What is perception made of?
What are thoughts made of?
What is "object", "class of objects"?
What is a "concept"?
What is the difference between a real-life object and a concept?
How can any object be described?
How can you tell one object from another?
How to find similarities and differences between items?
Are there any items that cannot be compared?
With the help of what is it convenient to represent the relationship between concepts?
What is the classification for?
What is judgment?
What are the judgments?
How to reason correctly?
What is inference?
How are inferences built?
How to draw the right conclusions?
How can knowing the rules of thinking help you solve problems?
5. A course aimed at the formation of project thinking in students
The ability to consider a problematic situation that has arisen in the process of activity as a task involving the search, finding and implementation of the optimal solution is an important component of the subject's position of the individual. As a consequence, teaching such an approach to a problem situation should be a necessary element of the educational process. Students face problem situations in various areas of school life: in the educational process (in the classroom and in the preparation of homework), in communication with peers and adults, in the social life of the class and school, in the process of solving their own life problems. The readiness and ability to work with a problem situation as with a task assumes that a person (in our case, a student) is able to analyze the problem, isolate its essence, reformulate the problem into the tasks of his own activity, plan steps to solve them, take the necessary actions and evaluate the result obtained with point of view of the goal. We called this approach to the problem design. The intellectual component of this approach is design thinking. We consider the development of project thinking as an important educational task of the school, on the solution of which various school specialists should work, using for this specific situations of their professional communication with schoolchildren (lesson, self-study time, project work, optional hours, etc.). In addition, from our point of view, special short-term programs are needed, directly aimed at developing the skills of a project-based approach to problems.
Why Younger Teens? From our point of view, children of this age are already able to carry out educational activities of this kind. Moreover, within the framework of our school, we specially form the readiness of children for a project-based approach to problems. Design and research technologies used in the classroom by primary school teachers and the psychology curriculum "Profession - schoolchild" work for this task. Project activities with elements of collective practical and research work are interesting to schoolchildren of 10-12 years old, fascinates them, and therefore contributes to general psychological development. Finally, and this is not unimportant, project thinking skills are extremely in demand in secondary school, and it is advisable to prepare children for such activities already at the very beginning of their education at the middle level.
The purpose of this course is the development of skills of a project approach to problems, the formation of the foundations of project thinking. Project thinking in this course refers to the ability to consider a problem situation as a task with the subsequent construction of activities aimed at solving it.
The course assumes the solution of the following tasks:
Formation of psychological readiness in schoolchildren to perceive a problem situation as a personal task of activity.
Formation of students' ideas about the types of problem situations and types of approaches to their solution.
Development of skills for collective project activities and solving specific problem situations that arise in the group process.
Formation of students' readiness to transfer the acquired educational skills in a situation of real life and real communication with other people.
The development of a number of socio-psychological qualities of the individual: the ability to defend one's opinion in a civilized manner, communicative culture, etc.
Teaching methods of collective problem solving is carried out in the classroom and in pairs, and in mini-groups, and as part of the entire study group (the optimal number of participants is 15-20 people). However, the authors give preference to work in mini-groups of 3-5 people (depending on the exercise).
Duration of classes: the course includes a cycle of 17 academic hours: 13 lessons-lessons (40 minutes each) and two role-playing games (90 minutes each), reinforcing learning skills in a model problem situation. Lessons should preferably be held within the schedule once a week, and games - in the afternoon.
Necessary equipment and conditions: student workbooks, colored pencils according to the number of participants for each lesson, musical accompaniment, sheets of paper, pictures for coloring, one for 4 participants, thematic cards, mosaics - puzzles described in the annex to the course and other materials selected on the topic of each lesson.
Notes: the course combines elements of a traditional lesson with game and training fragments. During all lessons, the children keep a notebook in which they write down basic concepts and complete written practice exercises. In addition, each lesson includes at least one task that involves immersing children in a learning problem, group discussion and development of a common solution. At the end of each lesson, children discuss how and in what form they can apply the knowledge gained in life.
Structure of the training course ... The course is divided into three parts.
First part- introductory - aimed at developing cooperation skills and familiarity with the concept of a problem situation.
Second part focused on familiarization with the types of problem situations (there are three of them), the formation of skills in their recognition and adequate solution. In addition, the guys get acquainted with two problem situations that arise in collective activities and ways to solve them.
The third part is devoted to the development of practical skills in recognizing and solving problem situations of various kinds.
The course includes a cycle of 13 lessons-lessons (40 minutes each) and two role-playing games (90 minutes each), reinforcing educational skills in a model problem situation. Lessons should preferably be held within the schedule once a week, and games - in the afternoon.
Questions for self-control
Expand the concept of design thinking.
What is the difference between design thinking and template thinking?
What are the typical features of design thinking?
Can you today call your pedagogical thinking project-based?
Expand tasks aimed at developing design thinking.
What tasks do you manage to achieve while working on projects with students?
What thinking operations are formed at each specific stage of work on a project?
What is the role of each type of question guiding the project?
Do you use the technique of guiding questions in your teaching activities? If yes, then mainly what questions do you use?
Do you set yourself the goal of developing project thinking in students and, if so, how do you implement this in practice?
Literature
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2. Burkov, V.Ya. How to manage projects / V.N. Burkov, D.A. Novikov. -M .: SINTEG-GEO, 2007.
Voropaev, V. Ya. Project management in Russia / V.I. Voropaev. - M: Alane, 2005.
Gromyko, Yu.V. Design and programming of education development / Yu.V. Gromyko. - M .: MARO, 2006.
Grechikhin V.G. Lectures on methods and techniques of sociological research / V.G. Grechikhin. - M .: Publishing house of Moscow State University,
2008.
Jones, J.K. Design Methods / J.K. Jones. -
Moscow: Mir, 2006.
Zyagvyazinskip, V.I. Zyagvyazinsky, M.M. Potashnik. - M .: Pedagogical Society of Russia, 2004.
How to conduct a sociological research / ed. M.K. Gorshkova, F.E. Sheregi. - M .: Politizdat, 2000.
Kotov, L.Yu. Possibilities of the technology of project education in the development of the creative potential of students / L.Yu. Kotov // Advanced training and retraining of educators: theory and practice: Collection of articles based on the materials of scientific and practical conferences of employees of VGIPK RO, 2001-2002. - Volgograd: Publishing house of VGIPK RO, 2007.
Krylova, N. Yu. Schoolchildren's Project Activity as a Principle of Organization and Reorganization of Education / N.Yu. Krylova // Public education. - 2007. - No. 2. - S. 113-121.
Novikova, S.M. Methodology for drawing up a sociological questionnaire / S. Novikova. - M .: MPA, 2005.
Novikova, T.G. Designing an experiment in educational systems / T. G. Novikova. - M .: ACADEMIA, 2007.
New pedagogical and information technologies in
education system / ed. E.S. Polat, - M, 2008.
Panov, A.I. Design and expert work in education / A.I. Panov. - Tomsk, 2008.
Pavlova, M.B. The method of projects in the technological education of schoolchildren: a guide for teachers / M.B. Pavlova, J. Pitt, M.I. Gurevich, I.A. Sasov; ed. I.A. Sasova. - M .: Ventana-Graf, 2008.
Pakhomov, V.P. Methodology of the social and educational project "Citizen" / V.P. Pakhomov. - Samara: Publishing house
"STC", 2005.
Polat, E.S. Typology of telecommunication projects / E.S. Polat // Science and school. - 2007. - No. 4. - S. 25-30.
Polat, E.S. Method of projects / E.S. Polat. - M .: Education,
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Popova, L.V. Algorithms of educational actions of students in a history lesson: a methodological guide for a teacher / L.V. Popov. - M .: ARKTI, 2007.
Prutchenkov, A.S. Step by step. Technology of development and implementation of social projects / A.S. Prutchenkov. - M .: Education, 2001.
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1. Grounds for consideration.
The concept of "projective thinking" was created by the famous modern philosopher Mikhail Epstein. Mikhail Naumovich himself deciphers this concept in the program “Dialogues” (1): “Projective thinking does not mean subjective and not objective, but one that sets the subject arising from the theory, and not the previous one. The theoretical vision itself creates this subject. And, in fact, the humanitarian thinking of the last 3 or 4 centuries is, in fact, projective thinking. We just try not to notice it. The most outstanding works, say, in the field of literary theory are manifestos. And this is an example of projective thinking. "
He says: "... this is work with the germ points of the future, work with the pre-future, with the sphere of time, which is now unfolding from the present." And one more thing: “thinking, unlike knowledge, does not reflect the existing world, but creates those ideas, concepts, concepts that create the world of the future. Everything that we see around us, except for nature, is a projection of human thinking, and in this sense, all deep human thinking is projective thinking. ”\ 1 \ (See footnotes.) (1)
However, projective thinking is, after all, a special type of thinking. Mikhail Epstein calls this thinking simply deep. But, in my opinion, in the context of the many-worlds paradigm, you can define it more fully. This thinking is associated with a conscious choice of reality that goes beyond the ordinary, actual response. The choice of reality is a term associated with the conceptual apparatus of everettics, i.e. a field of thinking developing on the basis of the many-worlds concept of quantum mechanics. In my understanding, everettika is an effective means of cognition and understanding of reality, and the many-world paradigm creates a powerful stream of projective thinking. But, I'll start from the beginning, with the main provisions of everettika, as I understand them.
In the context of the interpretation of many-worlds that I develop at the International Center for Everetic Research (ICER) (2), it is assumed that the material world is a formal expression of the world of ideas, i.e. the spiritual and informational aspect of being correlates with material reality, as content and form. This means that the essence of any object of the physical world is determined by its ideological content, a kind of active eidos. The activity present in the world is seen as a manifestation of the psychic pole of being. Of course, the term "psychic" refers to the highest, creative, activity. If we are considering physical interactions, then it is better to talk about psycho-like, "psychoid" activity. As a result of the interaction of the psychoid and physical poles of being, reality is ontologized. (3) Thus, all interacting objects are considered by me as embodied subjects, doers. It makes no sense to talk about the animality or rationality of the actors. Their psychism is reduced in this consideration to the property of choosing a specific mode of existence, i.e. actual eidos. That is, mental activity is defined as the ability to choose reality.
The universe is considered in this model as a Multiverse, i.e. reality of a non-classical type, containing in the aggregate all possible relations of all subjects or actors. The active eidos (or the agent of the Multiverse) is included in the global system of interactions, within which, in coordination with other figures, he chooses an adequate form of his existence (in the model view, he chooses a single reality from the quantum superposition of all his possible states). Thus, the content of objective reality can be represented as a collection of all possible ideas (eidos), and the form of objective reality as a quantum superposition of all possible states of all objects. The choice of reality is a mental manifestation of the multiverse agents, the essence of which is the choice of the actual eidos.
So the doer is the active subject of the Multiverse. But the reality chosen by him acquires objective features only as a result of his interaction with other figures. Any reality is a “gluing” of two or more choices. Moreover, any reality jointly chosen by the actors is relatively objective, i.e. it is an objective reality for figures of a higher hierarchical level, who choose on its basis their reality of a larger scale. The point is that any joint reality formed by the actors is hierarchical. Therefore, any reality can enter, according to its scale, into the system of reality, formed by a choice of a larger scale. But let's not forget that all particular realities are revealed from the unchanging and static superposition of the Multiverse.
Man, as a thinking subject, is a highly advanced agent of the Multiverse. The human soul, i.e. his generalized psyche is presented from the position of everettics, as a multividume. Therefore, for a thinking subject, the choice of reality is the choice of a way of realizing his personality, understood as the personification of a single multi-vision in a given concrete reality. And the reality that comes as a result of this is only a consequence of the choice of a certain version of one's personality, which is present in the multi-vision. Let me draw your attention to the fact that these options can have different scales of superposition quantization, which leads to the choice of qualitatively different spiritual realities. So, we choose our conscious personality from the multi-mind of the soul, and this actual conscious personality projects our future.
Actually, the choice of reality also occurs during the actual response, but it is not consciously creative, but is a linear, small-scale continuation of the value models and attitudes previously formed in the process of thinking. Subconscious and biological motivation plays an important role in the actual response, therefore, in relation to consciousness, operational responses often look like random or automatic, i.e. insufficiently motivated. Projective thinking is a conscious choice of reality, this must be emphasized.
Thus, thinking and reflecting, we move from the traditional conservative reaction to changing reality to a purposeful and consistent movement towards an alternative reality. Needless to say, this movement in the chosen direction is due to personal change, the reconstruction of individual spiritual reality? - With this I began the chapter. That is, designing the future is an attempt to change your soul. Such planning leads to a shift in the actual center of the personality, understood as a multi-vision. It is this process that I call the conscious choice of the direction of development and I consider it a characteristic attribute of creative human thinking.
What is characteristic of a conscious choice of reality? I must say that "projective choice" or "projective thinking" is a very apt term that reveals the essence of what is happening with such a conscious choice of reality. That is, we are talking specifically about designing the future, about choosing such an actual reality, which we include in the context of movement towards a certain planned future. Moreover, projective thinking builds this context itself and determines the characteristic features for the realities belonging to it. And this is possible at a level of abstraction that encompasses many possible lines of development, i.e. realizations of the personality. Thus, a creative person comes to a generalizing, “multividual” level of thinking. - In this thinking, the spiritual resources of alternative personal realizations of the multi-vision are partially involved.
Obviously, the choice of reality due to projective thinking goes beyond the logical connections formed by ordinary "common sense". Common sense is a generalization of hereditary and social experience, and is also based on previous individual experience. Projective thinking is a kind of "breakthrough" outside the framework of everyday life. At the same time, actual events are interpreted in a more general context. That is, it is a large-scale choice that realizes the conscious mindset of the individual.
A characteristic feature of projective thinking is that it is not built on linear logic. This is the result of the fact that it inevitably means the application to everyday life of a larger scale of quantization of reality, as mentioned above. Specifically, this is manifested in the fact that decisions made in the context of design are often paradoxical and non-linear in relation to the ordinary. Such a larger, generalizing scale of thinking corresponds to a high level of abstraction when choosing a reality that goes beyond ordinary existence and beyond the actual personality.
3. Logical characteristics of projective thinking.
Based on the above understanding, I have identified some characteristic logical characteristics of projective thinking:
1) Projective thinking is not based on linear logic. As I already said, this is a consequence of the synthesis in the created spiritual reality of various scales of abstraction, i.e. multiscale quantization of the original reality.
2) Projective logic goes beyond the principle of the excluded third, which is normal for everyday life. Indeed, a larger scale of abstraction can combine statements that are contradictory in everyday logic. This is a consequence of the fact that during abstraction, which is characteristic of projective thinking, additional dimensions of spiritual reality unfold, in the context of which notions that are contradictory at the everyday level can be combined.
3) Based on the above, we can call projective logic synthesizing. From the perspective of a larger context, conflicting constructs can be combined according to some criteria that ensure their interaction. These complementary criteria express the emergence of new spiritual dimensions in the consideration of reality. Moreover, the level of possible synthesis of dissimilar ideas, in principle, is not limited. The higher the level of abstraction in projective thinking, the more heterogeneous factors can be combined in the projected spiritual reality.
4) At the same time, projective thinking is based on the analysis of the actual
state and possibilities of its continuation. In this sense, projective thinking is analytically self-limited, since its task is the goals freely chosen by the individual, which set the boundaries of the planned reality. Depending on the goals and priorities of the individual, and the scale of the created spiritual reality may be different. In my opinion, the less egoistic aspirations for self-affirmation, for fame and wealth dominate in this work, the larger is the scale of projective thinking. Therefore, I would like to challenge Mikhail Epstein's assertion that "... the humanitarian thinking of the last 3 or 4 centuries is, in fact, projective thinking." For the humanitarian, and indeed any thinking in this period, an increased desire for self-affirmation and self-expression is just characteristic. That is, there is a cultivation of individualism. And, in my opinion, for example, the selfless desire to glorify God with his creativity shows us more impressive scales of projective thinking. Spiritual projects created by the psalmist David, or the prayer book John Chrysostom, have been carried out for thousands of years. An enviable scale for our thinkers!
5) Projective thinking looks like overcoming Gödel's theorem on the incompleteness of the description of closed systems. The projective approach "opens" the systems of images and concepts that seem closed and self-sufficient and goes on to more general levels of images and concepts. The components of the ordinary level that seem to us to be contradictory are united in the context of new ideas and become those “sprouts” of the future, about which Mikhail Epstein speaks. The usual linear logic is suitable for the internal description of pseudo-closed systems. Going to a larger scale of abstraction inevitably leads to a conflict with linear determinism. This means that current events are interpreted in a more general context. Factors belonging to a larger scale of thinking are built into causal relationships, which leads to non-linearity of results in relation to obvious reasons.
4. On the possibilities of projective thinking.
It is interesting that in the conversation that became the occasion for this article of mine (1), the next question to Mikhail Epstein was about “possibility” thinking and diverging discourses. The presenter very successfully, (according to Borges), brought a multi-world context to this topic, calling this thinking "the garden of forking paths." The meaning of the question was whether the scattering alternatives have a concept or idea that unites them - the assemblage point (the Omega point, according to Chardin). And Mikhail Naumovich's answer very well expressed the understanding of civilization as an expanding area of alternatives. Here's what he said:
“You know that we live in an expanding Universe, not only a physical, but also a“ mental ”expanding Universe. And this run-up - the multiplication of concepts, disciplines, techniques of creativity - is a sign of a growing civilization that constantly transcends the boundaries of its own traditions. And at the same time, I would like to express the opinion that the Omega point is not waiting for us at the end, but this synthesis arises with each new act of analysis. That is, deep analysis leads us to a new stage of synthesis. " - In my opinion, this is an exact generalization of the many-worlds logic of projective thinking, about which I discussed above. Each new level of analysis leads to a new, more abstracted and large-scale choice of reality. Projective thinking creates a spiritual hierarchy, therefore each subsequent stage of understanding the problems is also a new step of choice.
I want to admit that it was this statement that led me to a guess about the many-worlds logical structure of projective thinking. In fact, projective thinking is always a synthesis of disparate and even contradictory meanings in a unifying context of a projecting idea, embedding any event into a more general context. And, of course, an active, world-forming role of thought and its expression (logos) in the creation of reality is assumed here. It was not for nothing that in the further conversation the aphoristic phrase of Mikhail Epstein sounded: "in the beginning there was and will be the Logos." It is here that the fundamental meaning of the word is emphasized, its initiating role in the discovery of new realities. This is also evidenced by M. Epstein's statement that matter is "a manifestation of information codes." This is in good agreement with the postulate given in Chapter 1 about the bipolar nature of being, that matter is a form of informational and ideological contents.
In order to present the possibilities and relevance of projective thinking, I recommend that readers familiarize themselves with a small, but very capacious article by M. Epstein on the meaning of projective thinking, published in the Znanie-Sila journal (4). In it, Mikhail Naumovich draws a huge and ever-increasing role of such thinking in scientific and technological progress. He's writing:
“Theoretical knowledge also becomes more and more projective, passes into a systemic change in its subject ... In science, the path to such a projective methodology was paved not only by the quantum physics of the 1920s-1930s, which discovered the interdependence of objects and subjects of observation at the microcosm level, but much earlier - by the discovery of the Periodic Table of Chemical Elements by D.I. Mendeleev. The periodic table is built on such generalizations of atomic weights and chemical properties of elements, which partly refer to already known elements, partly to those that have yet to be discovered, i.e. theory includes areas of predictable possibilities, which are symbolized by empty cells in the table. ”(4)
I would like to add to this that any scientific discovery begins with insight, with insight. Such insight is a kind of prophetic vision that allows the researcher to see the purpose of his intellectual quest. It is this event that, as a rule, serves as the starting point of projective thinking, of any mental project. And, in my opinion, this is the case not only in scientific research, but also in any area of human creativity. I admit that the obligation of insight for scientific research can be disputed. But, in any case, this, in my opinion, is an interesting and important problem for philosophical research. However, I will return to the role of projective thinking in the assessment of Mikhail Epstein:
“New electronic technologies are making radical changes in the structure of knowledge, since they make it possible to instantly transform information resources accumulated over centuries. The databases are updated instantly with each new discovery and invention, whereas before, in the Gutenberg galaxy, this process took many years, moving from one paper publication to another. The relationship between dead knowledge and living thinking is rapidly changing in favor of the living, as is the relationship between “past labor” (embodied in machines, devices, all material wealth and technical tools of civilization) and living intellectual labor, which uses all these reserves of knowledge to produce new ideas and things ... "(4)
I certainly agree with this observation of Mikhail Naumovich! In the modern world, equipped with information technologies, the importance and weight of the direct, creative choice of reality is rapidly growing. I have had to write in many previous articles about the hypothetical capabilities of quantum computers. According to my assumptions, upon reaching a certain threshold of power, they will be tools for direct selection of macroreality, i.e. a tool for materializing ideas in the world around us. Whether it is true or not, in any case, the trend indicated by M. Epstein radically strengthens the humanitarian, moral responsibility of researchers for the direction of the search and the goals they pursue. This coincides with the ideas developed further in the cited article:
“What are we going to do with all these computers, each of which is potentially capable of calculating all the particles in the universe? Shall we again and again run into the limit of what has already been known? Or such a growing power of objective knowledge is only a transitional step to the boundless power of projective thinking, capable of creating new universes, that is, going beyond the existing universe and knowledge about it. What is now considered knowledge will pass into the possibility of another being, i.e. will not reproduce, but design and produce its own object ... We learn about the properties of nanoparticles in the process of their engineering and design study, creating new materials from them. We learn the properties of genes as we build a working genome model and develop genetic medicine and engineering. The very knowledge of a certain object becomes the act of its creation. This is no longer just cognition of an unchanging, static reality, but mental construction, which cognizes and creates its object in one projective act of thinking. " (4)
Further, Mikhail Epstein complains about the creative decline in the humanistic sciences, the lack of projective thinking in modern philosophy:
“Is it possible to imagine that the next epoch in the destinies of humanity in the 19th century will be set by the appearance of some aesthetic treatise, philological research, philosophical aphorisms, and poetic meditations? Not Microsoft or Google, not the UN or NATO, not politicians or technologists, but some new Novalis, Byron, Hugo, Madame de Stael and the Schlegel brothers? No, this cannot be imagined. Nobody expects anything from humanism except readings and re-readings, analysis and interpretation of texts. Humanistics became textual criticism and ceased to be human studies. That is why it ceased to be human culture. Knowing only texts and archives, it no longer leads anywhere. ”(4)
I completely agree with this assessment! Mikhail Epstein considers the absence of innovative philosophical projects to be disastrous for civilization. He's writing:
“Almost everything is possible - but what is it for? Means multiply - ends disappear. Microsoft or Google, as tech corporations, by themselves are incapable of defining human meanings for what they are producing. A vacuum of human meanings and goals is formed, which technology cannot fill, but humanism does not want to. ”(4)
But, in my opinion, claims here can be made not only to humanism, but to the humanitarian image of civilization as a whole. Modern civilization has developed in the direction of "solidification" of its spiritual content, in the figurative expression of Rene Guenon. It is based on a materialistic paradigm, which sharply cuts off the possibilities of spiritual growth with pragmatic, materialistic and egoistic attitudes. In modern culture, spirituality has become desacralized, therefore, projective thinking within the framework of our civilization is unable to reach the scale of humanitarian creativity that ensures progress. Civilization is very quickly dehumanized, acquiring a superhuman machine character. As a kind of compensatory mechanism for the degradation of culture, postmodern philosophy has put forward the deceptive slogan of the relativity of spiritual values.
In my opinion, spirituality plays a fundamental role in the formation of any civilization, it determines the issues of life and death. Therefore, it must necessarily be sacred, it must be the starting point of human creativity. This alone ensures progressive progress and dynamic stability. In my opinion, traditional spirituality realizes an incomparably larger scale of projective thinking, in comparison with egoistic relativism. Therefore, for me a vivid and characteristic example of a projective choice is clever prayer. Yes, yes, this ancient form of appeal to higher spiritual forces, which helps people and transforms human reality, regardless of the worldly state of the worshipers, their intellect and learning.
It is important that Mikhail Epstein not only speaks about the need for humanitarian projective thinking, but also constructs this urgently needed spiritual reality. In this sense, I consider his work "The Gift of the Word." To be very important and interesting. (5) I will cite here a very interesting, in my opinion, his statement:
“The future can be described in a variety of genres: fortune-telling, prophecy,
apocalypse, utopia or dystopia, political or aesthetic manifesto,
scientific hypothesis, science fiction novel or film ... But the most economical,
so to speak, the minimal genre of describing the future is a new word, a neologism.
It not only describes a possible future, but creates this very opportunity,
because it expands the scope of meanings operating in the language. And what is in the language, so in
mind; what's on your mind is in action. One single word is the embryo of new theories and practices, as in one seed myriads of future plants are laid.
... Now the agenda is to consider the temporal, programming role of language as a bridge thrown from the past to the future. "
The above is in very good agreement with the understanding of the role of the word in the context of the many-world paradigm, as a quantum of spiritual reality. (6) From these quanta, each of which is a closed spiritual reality, unfolding to a universal scale, the entire subsequent hierarchy of the spiritual life of mankind is formed. The Word is the fundamental building block of the spiritual world that man creates. This is an elementary symbol, and in it, as in the embryo of the future reality, various meanings are laid, that is, the dimensions along which this reality will grow. In general, giving the word the specified meaning is a confirmation of the activity of the spiritual pole of being.
I liked very much the projective idea of Mikhail Epstein, formulated in the form of "white holes". By his definition - "these are such gaps in the system of signs, from which new signs are born." For me, the concept of "white hole" looks like a model of an unimaginable, in principle, quantum superposition of meanings.
In conclusion, I would like to give a generalized qualitative assessment of projective thinking. Projective thinking is an effective tool for expanding the capabilities of modern civilization. It allows you to expand the number of possible development options and significantly increases the resource of human survival. But, by itself, projective thinking does not at all guarantee progressive progress and stability. The human mind is equally capable of creatively generating both salvific and disastrous paths. The moral, qualitative, potential of salvation should be singled out especially as an intellectual and spiritual paradigm. This is what, in my opinion, projective thinking should serve.
I hope that this attempt at a multi-world interpretation of projective thinking, presented here, will serve the development of this important intellectual project ...
1. In my opinion, projective thinking is also applied to nature quite naturally. Nature is the embodiment of God's projective thinking. By the way, the whole human world too.
Sources used.
1. Epshtein M.N. Dialogues Issue 38. https://www.youtube.com/watch?v=kDX5bGKcDB0
2. International Center for Everetic Research. http://www.everettica.org/index.html
3. Lebedev Yu.A. Everetic axiomatics. Moscow. Firm "LeZhe" 2009 Electronic version: http://www.everettica.org/art/Aks.pdf
4. Epshtein M.N. Projective theory in natural sciences and humanities. http://znaniesila.livejournal.com/36238.html
5. Epshtein M.N. "The gift of speech." http://lib.rin.ru/doc/i/91302p.html
6. Kosterin A.M. Scales of pure entanglement along different time axes. (